Creating real-world, relevant and purposeful learning experiences in mathematics for children correlates strongly with the three forms of engagement: cognitive, operative and affective. Affective engagement is the most problematic as it is unachievable without purposeful mathematical learning experiences, however, the three forms of engagement are interrelated. Each must be considered when planning for purposeful mathematics, as they are all vital to assist moving beyond the common attitude towards mathematics as boring or irrelevant. Enabling students to engage cognitively, operatively and affectively with mathematics, enhances their ability to have a more positive and successful experience. The aim of this article is to demonstrate how real, relevant and purposeful mathematical experiences can look in a classroom context, taking the three forms of engagement into account.
Recommended CitationGiardini, Elizabeth, Mathematical learning with a purpose, Journal of Student Engagement: Education Matters, 6(1), 2016, 13-18.