Instructional management strategies for addressing low student engagement in mathematics

Student engagement and interest are critical components of the learning process, as they directly influence students’ academic success and motivation. When students are engaged, they are more likely to actively participate in lessons, invest time and effort into their studies, and demonstrate perseverance in the face of challenges. Interest sparks curiosity and a desire to explore subjects further, helping students to connect emotionally and intellectually with the material. This paper explored the instructional management strategies that college mathematics teachers employ to encourage students to learn mathematics in classrooms. College teachers (n=16) were purposively sampled to be interviewed in this study. Narratives were collected and analyzed to extract recurring themes within their experiences. Findings indicated that students often demonstrated low interest in mathematics due to non-academic and emotional challenges, such as financial stress and mental health issues, which hindered their ability to focus and engage in the subject. Students exhibited low interest in mathematics, demonstrated through non-verbal cues such as slouching, avoiding eye contact, and disengaging from class discussions or group work. Teachers observed that having a supportive classroom environment, promoting open communication, and using interactive learning strategies, such as real-world applications and case studies, helped improve student participation and engagement. Recognizing the impact of social and emotional factors on learning, such as anxiety and depression, reflected the importance of establishing trust and strong teacher-student relationships to provide both academic and emotional support, which develops students’ motivation and self-confidence in mathematics. Nevertheless, addressing these challenges and incorporating active learning strategies could improve student engagement and learning outcomes in college mathematics.