Seminar in Teaching and Learning in Mathematics

Abstract: Student behavioral engagement (BE) can be viewed as a complex dynamical system, with its evolution over time marked by variations both within and between students. Understanding the longitudinal trajectories of engagement, defined as the progression of similar engagement states over time, alongside distinct patterns, is crucial for effectively identifying different types of students and improving student learning. In this study, we specifically focus on Linear Algebra, a foundational course in many STEM programs that is often perceived as abstract and challenging for students. By analyzing data from 236 students enrolled in Linear Algebra courses, we aim to identify distinct BE states and trajectories, explore factors that may influence trajectory membership, and investigate potential relationships with course performance.