Interest-Enhancing Approaches to Mathematics Curriculum Design: Illustrations and Personalization

Autor/inn/en	Clinton, Virginia; Walkington, Candace
Titel	Interest-Enhancing Approaches to Mathematics Curriculum Design: Illustrations and Personalization
Quelle	In: Journal of Educational Research, 112 (2019) 4, S.495-511 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clinton, Virginia)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2019.1568958
Schlagwörter	Mathematics Instruction; Problem Solving; Student Attitudes; Illustrations; Word Problems (Mathematics); Middle School Students; Secondary School Mathematics; Grade 6; Mathematics Curriculum; Visual Aids; Teaching Methods; Student Interests + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Schülerverhalten; Bildliche Darstellung; Textaufgabe; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; Anschauungsmaterial; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse
Abstract	Two common interest-enhancement approaches in mathematics curriculum design are illustrations and personalization of problems to students' interests. The objective of these experiments is to test a variety of illustrations and personalization approaches. In the illustrations experiment, students (n = 265) were randomly assigned to lessons with story problems containing decorative illustrations, contextual illustrations, diagrammatic illustrations, misleading illustrations, or no illustrations (only text [control condition]). Students' problem-solving performance and attitudes were not affected by illustration condition, but learning was better in the control compared with contextual illustrations. In the personalization experiment, students (n = 223) were randomly assigned to story problems that were either personalized based on: a survey of their interests, their choice of interest topics, a randomly assigned interest topic, or the original nonpersonalized story problem (control). The findings indicated there were benefits for choice personalization both for performance in the problem set as well as on a later learning assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01