Framing mathematical content in evolutionarily salient contexts improves students’ learning motivation

Abstract

Theory in evolutionary educational psychology (EEP) distinguishes between evolved or biologically primary knowledge and non-evolved or biologically secondary knowledge that emerges with formal schooling. The current study explores the associated argument that framing biologically secondary mathematics learning in biologically primary contexts will increase students’ learning motivation. We investigated this hypothesis by presenting standard math content in primary scenarios to a sample of Grade 9 adolescents (n = 32, age=15) and compared their motivation before and after the intervention. Quantitative results showed an increase in the students’ motivation scores from pre-to-post intervention comparisons, and qualitative interviews confirmed their positive attitudes toward learning mathematics. The results are discussed from an evolutionary point of view, and the theory’s implications for improving classrooms’ environments are outlined.