Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations
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Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations. / Schukaljow, Stanislaw; Leiss, Dominik ; Pekrun, Reinhard et al.
In: Educational Studies in Mathematics, Vol. 79, No. 2, 02.2012, p. 215-237.Research output: Journal contributions › Journal articles › Research › peer-review
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TY - JOUR
T1 - Teaching methods for modelling problems and students’ task-specific enjoyment, value, interest and self-efficacy expectations
AU - Schukaljow, Stanislaw
AU - Leiss, Dominik
AU - Pekrun, Reinhard
AU - Blum, Werner
AU - Müller, Marcel
AU - Messner, Rudolf
PY - 2012/2
Y1 - 2012/2
N2 - In this study which was part of the DISUM-project, 224 ninth graders from14 German classes from middle track schools (Realschule) were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems: intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and “linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems, including a “directive”, teacher-centred instruction and an “operative-strategic”, more studentcentredinstruction emphasising group work and strategic scaffolding by the teacher?The findings show that there were no differences in students’ enjoyment, interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial effects.
AB - In this study which was part of the DISUM-project, 224 ninth graders from14 German classes from middle track schools (Realschule) were asked about their enjoyment, interest, value and self-efficacy expectations concerning three types of mathematical problems: intra-mathematical problems, word problems and modelling problems. Enjoyment, interest, value and self-efficacy were assessed before and after a ten-lesson teaching unit promoting modelling competency related to the topics “Pythagoras’ theorem” and “linear functions”. The study aimed to answer the following research questions: (1) Do students’ enjoyment, value, interest and self-efficacy expectations differ depending on the type of task? (2) Does the treatment of modelling problems in classroom instruction influence these variables? (3) Are there any differential effects for different ways of teaching modelling problems, including a “directive”, teacher-centred instruction and an “operative-strategic”, more studentcentredinstruction emphasising group work and strategic scaffolding by the teacher?The findings show that there were no differences in students’ enjoyment, interest, value and self-efficacy between the three types of tasks. However, teaching oriented towards modelling problems had positive effects on some of the student variables, with the student-centred teaching method producing the most beneficial effects.
KW - Didactics of Mathematics
KW - Affect
KW - Enjoyment
KW - Modelling problems
KW - self-efficacy
KW - Self-regulation
KW - Teaching methods
KW - Word problems
UR - https://www.scopus.com/record/display.uri?eid=2-s2.0-84855346366&origin=inward&txGid=0
U2 - 10.1007/s10649-011-9341-2
DO - 10.1007/s10649-011-9341-2
M3 - Journal articles
VL - 79
SP - 215
EP - 237
JO - Educational Studies in Mathematics
JF - Educational Studies in Mathematics
SN - 0013-1954
IS - 2
ER -