Kyriacou post KH formatted post PAC

Kyriacou post KH formatted post PAC - Increasing...

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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, do-able 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 CAME-type lessons (CAME) – oral/mental starters and whole-class 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 self-confidence students, – in too low a set the work could lack challenge Who were the children in the study? Who Students aged 11-16 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 Follow-up reading Follow-up Study reference: Kyriacou, C., & Goulding, M., Study (2006) A systematic review of strategies to raise (2006) pupils’ motivational effort in Key Stage 4 mathematics. EPPI-Centre Social Science mathematics. Research Unit, London: Institute of Education Research Summary available at: Summary Feedback Feedback Did you find this useful? What did you like? What didn’t you like? Any feedback on this Research Bite would be much appreciated. Please email your feedback to: [email protected] ...
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