ABSTRACT
If, as a teacher, I am going to get students in my classroom engaged, I want them to be engaged in learning mathematics (as opposed to, for example, engaging in an exploration of my boundaries). How do I recognise learning? What does it feel like when a group is engaged in learning? How can I know what is possible? This chapter will explore some of these issues and then focus on the question of how to plan in a way that may lead to engagement in learning.
