Designing Learning Personalized to Students' Interests: Balancing Rich Experiences with Mathematical Goals

Autor/inn/en	Walkington, Candace; Hayata, Carole A.
Titel	Designing Learning Personalized to Students' Interests: Balancing Rich Experiences with Mathematical Goals
Quelle	In: ZDM: The International Journal on Mathematics Education, 49 (2017) 4, S.519-530 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-017-0842-z
Schlagwörter	Student Interests; Mathematics Instruction; Cognitive Processes; Difficulty Level; Individualized Instruction; Algebra; Instructional Design; Intervention + Suchen Sie Ihr Suchwort? Studieninteresse; Mathematics lessons; Mathematikunterricht; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Individualisierender Unterricht; Lesson concept; Lessonplan; Unterrichtsentwurf
Abstract	Context personalization is an instructional design principle where tasks are presented to students in the context of their interest areas like sports, music, or video games. Personalization allows for understanding of domain principles to be grounded in concrete and familiar experiences. By making connections to prior knowledge, personalization may reduce extraneous cognitive load, freeing up resources for the acquisition of new ideas. However, issues with adding seductive details that may distract learners, as well as mismatch between in-school and out-of-school mathematics, must be critically considered when designing for personalized learning. We review the research on personalization in mathematics, interpreting conflicting results by highlighting key cognitive considerations. Personalization can be implemented at radically different levels of "depth," "grain size," and "ownership." We give an extended example of a promising intervention for personalized learning, drawing from research on problem-posing in algebra. We argue that interventions designed to draw upon students' experiences with quantities have potential to enhance learning. However, when the complex, situated experiences of students are mathematized, there is a tension between preserving the authenticity of their experience, and accomplishing desired mathematical goals. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01