To learn mathematics, students must first be engaged with mathematics. Middleton, Jansen, and Goldin explore the research on motivation, affect, and social interactions in mathematics education, focusing on the moments when mathematical engagement occurs. They present research insights that learning is inseparable from the complex ways in which students engage with mathematics in the classroom, and that student engagement can be deepened and made more productive through factors that teachers, curriculum designers, and educational leaders can influence.

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