个性化现实世界的问题:提出自己的问题增加了自我效能期望,内在价值,成就价值和实用价值
1Faculty of Computer Science, Electrical Engineering and Mathematics, Paderborn University, Paderborn, Germany.
通过让学生创造自己的数学问题 (积极的个性化) 来个性化数学问题,显著提高了动机和自我效能. 语境个性化也增强了价值,显示了课堂数学教学的前景.
科学领域:
- 教育心理学教育心理学
- 数学教育教育 数学教育
背景情况:
- 现实世界的数学问题至关重要,但并不总是激励学生.
- 个性化策略,包括上下文和积极的个性化,可能会增加学生的动力.
研究的目的:
- 调查语境个性化和主动个性化对学生数学动机的影响.
- 检查了对自我效能期望,内在价值,实现价值,效用价值和成本的影响.
主要方法:
- 一个为期六个月的课后课程,涉及28名五年级和六年级的学生.
- 学生们开发了他们自己的现实世界数学问题,与他们的家乡有关.
- 一个主体内部设计评估了自我开发,同行开发和教练提供的问题的动机.
主要成果:
- 与非个性化的问题相比,积极的个性化导致了更高的自我效能,内在价值,成就价值和实用价值.
- 背景个性化适度增加了内在和成就价值.
- 没有发现个性化对感知成本有显著影响.
结论:
- 积极的个性化是有效提高学生的数学任务动机,特别是自我效能和各种价值组件.
- 语境个性化为内在和成就价值提供了好处.
- 研究结果表明,将这些个性化策略整合到课堂数学教学中,可以有实际应用.
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