We introduce the Into Math Graph tool, which students use to graph how “into" mathematics they are over time. Using this tool can help teachers foster conversations with students and design experiences that focus on engagement from the student’s perspective.

Edusei, Kwaku, AmandaJansen, and Amanda M.Mirzaei.2019. “What Does Mathematical Engagement Mean to Students?" In Proceedings of the Forty-First Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, p. 1559. St Louis: University of Missouri.

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Leatham, Keith R., and Diane S.Hill. 2010. “Exploring Our Complex Math Identities." Mathematics Teaching in the Middle School16, no. 4 (November): 224–31.

Middleton, James A., AmandaJansen, and Gerald A.Goldin. 2017. “The Complexities of Mathematical Engagement." In Compendium for Research in Mathematics Education, edited by JinfaCai, pp. 87–119. Reston, VA: National Council of Teachers of Mathematics.

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Shernoff, David J., Erik A.Ruzek, and SuparnaSinha. 2017. “The Influence of the High School Classroom Environment on Learning as Mediated by Student Engagement." School Psychology International38, no. 2 (April): 201–18.

Shernoff, David J., Erik A.Ruzek, and SuparnaSinha. 2017. “The Influence of the High School Classroom Environment on Learning as Mediated by Student Engagement." )| false

Turner, Julianne C., AndreaChristensen, and Debra K.Meyer. 2009. “Teachers’ Beliefs about Student Learning and Motivation." In International Handbook of Research on Teachers and Teaching, edited by LawrenceSaha and AnthonyDworkin, pp. 361–71. Boston: Springer.