Unformatted text preview: Increasing students’ motivational
efforts in mathematics
efforts What motivation in mathematics means
What Motivated students:
– have positive attitudes – find mathematics interesting,
enjoyable, doable and relevant
enjoyable,
– believe that making an effort will lead to success
– want to learn more and do well in attainment tests
– show effort and perseverance
show effort
– seek out new challenges What helps motivate students to put
effort into learning mathematics?
effort Two broad approaches worked:
– helping students to see themselves as
mathematicians
– use of innovative strategies, including ICT
of Seeing themselves as mathematicians
– the most important factor
the Believing they were poor
Believing
mathematicians meant
students saw mathematics
as:
as:
– a subject only ‘clever people’
do well in
do
– boring and irrelevant
– not worth making an effort for Helping learners develop a positive
identity so that they worked harder
identity Teachers needed to create:
–
–
–
– a supportive classroom climate
challenging and enjoyable activities
opportunities for students to collaborate
deep understanding Making use of ICT
Making ICT was motivating in two distinct ways:
– it made lessons enjoyable – which was important
de
important
– it enhanced deeper understanding of mathematics
– which was crucial Other effective ‘innovative’ approaches A range of other strategies helped too:
– cognitive acceleration in mathematics education
(CAME) or CAMEtype lessons
(CAME)
– oral/mental starters and wholeclass interactive
/mental
teaching
– assessment for learning practices The importance of teachers’
professional development
professional For innovative approaches to be effective
For
teachers needed to:
– have a good understanding of how an innovation
could be effective
could
– work together and with external specialists to
explore and evaluate the innovations together
explore What about setting?
What The study highlighted the damaging effect on
The
students’ motivation of being in the wrong set:
students’
– in high sets the work could be too difficult for some
students, undermining their selfconfidence
students,
– in too low a set the work could lack challenge Who were the children in the study?
Who Students aged 1116 years in mainstream
Students
classes in England
classes How was the information gathered?
How The researchers:
–
–
– identified a question as a focus
searched for relevant studies
screened the studies according to inclusion and
exclusion criteria
exclusion
– analyses the strength of the research design of the
included studies
included
– synthesised the findings of the final selection of 25
studies into a report
studies How can teachers use the evidence in
this study?
this The key ways of enhancing students’ motivation were
The
through helping students see themselves as
mathematicians and using innovative approaches
mathematicians
Could you help students see themselves as
Could
mathematicians e.g. by asking them to record all the
different occasions in which they and their families use
calculations in a week?
calculations
Could you develop new ways to use ICT to deepen
Could
students’ understanding, e.g. dynamic software that
illustrates how changing coefficients alters the graphs of
functions?
functions? How can school leaders use the
evidence in this study?
evidence
The review highlighted the importance of
The
teachers working together and with the support
of specialists to develop innovative practice How can you increase mathematics teachers’
How
opportunities to work collaboratively to develop
new teaching approaches, such as using ICT to
deepen pupils’ understanding?
deepen How could you support colleagues who want to
How
evaluate the impact of innovative strategies on
their students’ motivational effort?
their Followup reading
Followup Study reference: Kyriacou, C., & Goulding, M.,
Study
(2006) A systematic review of strategies to raise
(2006)
pupils’ motivational effort in Key Stage 4
mathematics. EPPICentre Social Science
mathematics.
Research Unit, London: Institute of Education
Research Summary available at:
Summary
www.standards.dfes.gov.uk/research/themes/Mathem
www.standards.dfes.gov.uk/research/themes/Mathem Feedback
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 Winter '08
 JARVIS
 Math, Social Science, 16 years, Institute of education

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