Eliciting Mathematics Interest: New Directions for Context Personalization and Example Choice

Y

17

Mathematics Instruction; Middle School Students; Student Interests; Mathematics Achievement; Probability; Calculus; Learning Activities; Context Effect; Foreign Countries; Intervention; Problem Solving; Hypothesis Testing; Randomized Controlled Trials; Questionnaires; Likert Scales; Statistical Analysis; Multiple Regression Analysis

10.1080/00220973.2016.1268085

0022-0973

Building on common assumptions in theories of interest and mathematics education, this experimental study examined the effect of context personalization based on individual preferences, group personalization, and example choice with preselected popular examples on middle school students' situational interest and performance in mathematics. Participants (N = 713) learned a principle in probability calculus in one of four instructional conditions. Individual interest and perceived competence were examined as moderators on triggered and maintained situational interest, perceived value, task effort, and performance. Results showed that example choice triggered situational interest in the learning activity and that context personalization influenced perceived value and effort, contingent on students' perceived competence and individual interest in mathematics. We discuss results in relation to previous findings on interest-based interventions and the theoretical and practical implications.

As Provided

63

2017

EJ1150854