Investigating Student Engagement Through the Implementation of a Performance Task in Secondary Mathematics: A Mixed Methods Action Research Study

Through teaching experiences in the math classroom, students voiced that solving mathematical problems did not benefit them in the real-world. This study discussed the use of a performance task in a high school geometry class as a way to engage students, increase their confidence when solving math problems, and determine the impact they have on engagement compared to supportive assignments. Students' perspectives were used as one measure in determining engagement, alongside, my perspective of using a tally table. Through the use of a performance task that connected to the life experiences, students’ perspectives proved that implementation increased their engagement in their mathematics classroom. Confidence was positively impacted, but completion of the task did not provide students the confidence needed to solve problems.