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Studying technology-based strategies for enhancing motivation in mathematics

机译：研究基于技术的策略以增强数学动机

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Background During the middle school years, students frequently show significant declines in motivation toward school in general and mathematics in particular. One way in which researchers have sought to spark students’ interests and build their sense of competence in mathematics and in STEM more generally is through the use of technology. Yet evidence regarding the motivational effectiveness of this approach is mixed. Here we evaluate the impact of three brief technology-based activities on students’ short-term motivation in math. 16,789 5th to 8th grade students and their teachers in one large school district were randomly assigned to three different technology-based activities, each representing a different framework for motivation and engagement and all designed around an exemplary lesson related to algebraic reasoning. We investigated the relationship between specific technology-based activities that embody various motivational constructs and students’ engagement in mathematics and perceived competence in pursuing STEM careers. Results Results indicate that the effect of each technology activity on students’ motivation was quite modest. No gains were found in self-efficacy; for implicit theory of ability, a lower incremental view of ability was found; we found modest declines in value beliefs. With respect to math learning, students in all three inductions had modest improvements in their scores on the math learning measure. However, these effects were modified by students’ grade level and not by their demographic variables. In addition, teacher-level variables did not have an effect on student outcomes. Conclusions The present findings highlight the importance of tailoring motivational experiences to students’ developmental level. Our results are also encouraging about developers’ ability to create instructional interventions and professional development that can be effective when experienced by a wide range of students and teachers. Further research is needed to determine the degree, duration of, and type of instructional intervention necessary to substantially impact multi-dimensional, deep-rooted motivational constructs, such as self-efficacy.
机译：背景在中学时期，学生通常表现出对一般学校，特别是数学的入学动机明显下降。研究人员试图激发学生的兴趣并在数学和STEM中建立他们的能力意识的一种方式是使用技术。然而，关于这种方法的动机有效性的证据是混杂的。在这里，我们评估了三项基于技术的简短活动对学生短期数学动机的影响。在一个大学区中的16789名5至8年级学生及其老师被随机分配到三种基于技术的活动，每种活动代表着不同的动机和参与框架，并且都围绕与代数推理相关的示例性课程而设计。我们调查了体现各种动机结构的基于技术的特定活动与学生从事数学和追求STEM职业的感知能力之间的关系。结果结果表明，每种技术活动对学生动机的影响都很小。没有发现自我效能的提高;对于隐式能力理论，发现了较低的能力增量视图;我们发现价值信念有所下降。在数学学习方面，所有三个归纳的学生在数学学习量度上的得分都有适度的提高。但是，这些影响是根据学生的年级而不是根据其人口统计学变量进行修改的。此外，教师水平的变量对学生的成绩没有影响。结论目前的研究结果突出了根据学生的发展水平调整动机经验的重要性。我们的结果也鼓舞了开发人员创造教学干预和专业发展的能力，这些能力在众多学生和老师的体验下会很有效。需要进行进一步的研究来确定教学干预的程度，持续时间和类型，这些干预对于实质上影响多维，根深蒂固的动机建构（例如自我效能感）必不可少。

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