Abstract
The teacher-directed approach characteristic of the traditional classroom normally adopted by mathematics teachers provides few opportunities for students to develop their mathematical problem-solving skills and little encouragement for them to engage in conversation. Furthermore, this approach might not be flexible to students’ individual learning needs and could generate low interest in mathematics among students. To reduce these learning problems, this study proposes a student-centered learning activity called interest-driven video creation, which adopts interest-driven creator (IDC) theory in its design. By viewing cognitive apprenticeship strategies as subcomponent concepts of the creation loop in IDC theory, this study could articulate and enrich the creation loop model of IDC design in mathematics. In an interest-driven video creation activity, students solved mathematics word problems through individual and group creation of tutorial videos. With these videos, students could teach their fellow classmates by discussing mathematics concepts and sharing ideas. The preliminary results reveal significant improvements in mathematics achievement and show that both high- and low-achieving students have positive attitudes and low anxiety regarding the activity and perceive both mathematics and the learning activity to be highly useful. In addition, the students’ perceptions of the benefits of the activity for learning are positive overall. Students also agree that they enjoy and engage in the video creation activity and that the activity helps them to learn mathematics better and improves their communication skills, teamwork skills, and filmmaking techniques.
Highlights
For students learning mathematics, the mastery of mathematical problem-solving is essential
The first research question focused on evaluating whether the five steps of the student-created video activity improved high-achieving and low-achieving students’ mathematics performance; descriptive statistics were calculated, and nonparametric tests were conducted
#14 Participation in the student-created video activity made my descriptions of the mathematical problem-solving process clearer
Summary
The mastery of mathematical problem-solving is essential. Jansen et al (2016) highlighted that students with greater interest showed higher achievement in mathematics These findings indicate that there are a correlation between attitudes and interest and a correlation between interest and outcomes. The finding of Wong and Wong (2019) could account for the inconsistent results of related findings They found that interest is not significantly related to mathematics performance for high-achieving students, but interest has a significant, positive relationship with mathematics performance for low-achieving students. The TIMSS results showed that a percentage of low-achieving students had negative attitudes and low interest in mathematics. Finding ways to improve the students’ learning attitudes and interests and the achievements of students with decreasing anxiety is an educational issue that is worthy of investigation, to help low-achieving students
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