This study of 1,601 students in the middle years of schooling (Grades 5-8, each student measured twice, 1 year apart) from 200 classrooms in 44 schools sought to identify factors explaining gains and declines in mathematics engagement at key transition points. In multilevel regression modeling, findings showed that compared with Grade 6 students (upper elementary; the reference category), students in Grades 7 (typically the first secondary school year) and 8 have significantly declined in mathematics engagement from their previous year. Notably, in further analyses, these declines were found to be related to student (particularly mathematics self-efficacy and valuing), home (parent valuing of mathematics and availability of a computer for mathematics), classroom (class-average achievement and perceived climate), and school (socio-economic status and ethnic composition) factors. Implications for research and practice are discussed.

The present study explored multilevel variance for a range of salient psycho-educational factors in mathematics. With a sample of 4,383 students (Years 5–8) in 257 classrooms and 47 schools, data indicated patterns of variance across the selection of psycho-educational factors. For all factors, the bulk of variance resided at the student (and residual) level. In ascending order of upper-level variance were motivation, perceived motivational ‘climate’, homework completion, teacher-student relationships, and achievement – with motivation and perceived ‘climate’ yielding very little upper-level variance. Hence, although there is usually a hierarchical structure in which psycho-educational factors are situated, there is variation in patterns of multilevel variance across the range of factors. In exploring a range of psycho-educational phenomena from a multilevel perspective, the present study offers further direction for researchers selecting and operationalizing psycho-educational phenomena in multilevel research. Implications for pedagogy, classroom climate, and separating teaching effects from teacher effects and schooling effects from school effects are also discussed.

There exists a substantial body of research evidence that embodied learning modes can enhance children’s mathematics learning, yet implementation of the research findings in classrooms has so far been limited. This paper argues the need for translational research to bridge the gap between psychological, neuroscientific, and narrow-focused educational research and teaching practice in schools. As a foundation for such research, and with a focus on early year mathematics education (4 to 8 years), we derive a set of 12 principles of embodied learning from the research literature by applying an integrative literature review method. Based on the findings from the literature, we offer some advice on how these principles might be put into practice with young students.