Description and evaluation of a large-scale project to facilitate student engagement in learning mathematics

Fou-Lai Lin, Ting Ying Wang*, Kai Lin Yang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

22 Citations (Scopus)


Responding to students’ performance in TIMSS and PISA in East Asian countries/regions – low interests, low confidence, not seeing the value of mathematics, and high-achieving performance in average but a substantial percentage of “lowest performers”– a project JUST DO MATH has been launched in Taiwan. The themes of the project included developing students’ fundamental prerequisite mathematical ideas before regular classes, employing concrete manipulative representations as a starter for learning, and embedding learning activities in games. The design and implementation of the project involved the development of grounding activity modules and facilitation of professional development of mathematics teachers to implement instruction according to modules to engage students in learning mathematics. The findings – confirming the project significantly facilitated students’ cognitive and affective engagement in learning mathematics – can inform the government regarding educational reform and can suggest teachers and educators feasible instructional approaches to facilitate student engagement in East Asian countries/regions.

Original languageEnglish
Pages (from-to)178-186
Number of pages9
JournalStudies in Educational Evaluation
Publication statusPublished - 2018 Sept


  • Affective engagement
  • Cognitive engagement
  • Grounding activity module
  • Teacher professional development

ASJC Scopus subject areas

  • Education


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