Enhancing Student Motivation in Secondary School Mathematics Courses: A Methodological Approach

Vergara Vergara,Fernández Fernández,Lorenzo Lorenzo

doi:10.3390/educsci9020083

Vergara Vergara, Fernández Fernández + Show 1 more

Open Access

https://doi.org/10.3390/educsci9020083

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Abstract

In this paper, a teaching experience carried out within the framework of the subject of mathematics is presented. This subject is taught at several levels in secondary schools. In addition to some specific content related with mathematics (percentages, fractions, graphics, and bank interest), the methodology is designed in order to enhance the development of transversal skills (e.g., oral exposition, poster design and presentation, the analysis of social inequalities, etc.). Survey results based on the responses from over 110 students across four consecutive years, as well as the teacher’s self-assessment, indicate that the proposed methodology enhanced the students’ motivation and was helpful for developing mathematical content in a more pleasant way than in a conventional class based on a master class and problem-solving class.

Highlights

An active methodology is presented that helps students enrolled in the three first courses of Spanish compulsory secondary education to increase their motivation in the study of several mathematical concepts, such as percentages, fractions, graphics, bank interests, etc
Taking into account the positive teaching experiences in mathematics associated with group working [1,2,3], the methodology presented in this paper is focused on this technique
An innovative methodological approach was presented in this paper that helps to teach mathematical content in an active way in secondary education

Summary

Introduction

An active methodology is presented that helps students (from 12 to 14 years old) enrolled in the three first courses of Spanish compulsory secondary education to increase their motivation in the study of several mathematical concepts, such as percentages, fractions, graphics, bank interests, etc. The aim of this methodology is to improve some transversal skills, such as oral exposition, poster design and presentation, analysis of social inequalities, etc. The results of applying this methodology over four academic years (from 2011/2012 to 2014/2015) in different Spanish high schools are included in this paper, revealing the proposed methodology to be a simple way of improving both students’ participation and motivation in the classroom

Methods

Results

Discussion

Conclusion