Abstract
Student engagement in their own learning of mathematics, and student attitudes towards mathematics are key dimensions of learning. This mixed methods study examined the impact of a classroom intervention based on the principles of reform mathematics (i.e., active student involvement, hands-on, real-world connections, use of manipulatives and technology, extensive use of student groups), on student engagement and student attitudes, in three Grade 10 mathematics classrooms in Ontario, Canada. Statistically significant effects were found for both the students’ engagement and attitudes. The implications for pedagogy and policy indicated that the efficacy of reform mathematics principles influenced the students’ affective dimensions in mathematics learning.
Highlights
IntroductionIn Ontario, Canada, in a study that explicitly examined issues involving student motivation of over 90,000 students who wrote the Education Quality and Accountability Office (EQAO) Grade 9 Assessments in 2012, Pang and Rogers (2014) found large effect sizes for student attitudes and student self-confidence on achievement: Student attitude effect sizes ranged from 0.592 to 1.076; mean effect sizes for student confidence were 0.675; effect sizes for negative attitudes toward mathematics were large, and ranged from -0.503 to -1.004; and effect sizes related to effort and engagement with homework ranged widely from 0.392 to 1.507
Mathematical competency and its development are influenced by affective variables of the learners and characteristics of learning environments which may raise or support motivation. ...The awareness of affect and motivation as impact factors on learning has led to a multi-criteria perspective of instructional goals, with a simultaneous focus both on learning goals and goals of supporting motivation. (Kuntze & Dreher, 2015, p. 296)The purpose of this study was to investigate whether specific instructional strategies that explicitly address student motivation and metacognition can positively impact student engagement, attitude, and achievement in mathematics
In Ontario, Canada, in a study that explicitly examined issues involving student motivation of over 90,000 students who wrote the Education Quality and Accountability Office (EQAO) Grade 9 Assessments in 2012, Pang and Rogers (2014) found large effect sizes for student attitudes and student self-confidence on achievement: Student attitude effect sizes ranged from 0.592 to 1.076; mean effect sizes for student confidence were 0.675; effect sizes for negative attitudes toward mathematics were large, and ranged from -0.503 to -1.004; and effect sizes related to effort and engagement with homework ranged widely from 0.392 to 1.507
Summary
In Ontario, Canada, in a study that explicitly examined issues involving student motivation of over 90,000 students who wrote the Education Quality and Accountability Office (EQAO) Grade 9 Assessments in 2012, Pang and Rogers (2014) found large effect sizes for student attitudes and student self-confidence on achievement: Student attitude effect sizes ranged from 0.592 to 1.076; mean effect sizes for student confidence were 0.675; effect sizes for negative attitudes toward mathematics were large, and ranged from -0.503 to -1.004; and effect sizes related to effort and engagement with homework ranged widely from 0.392 to 1.507 Effect sizes in these ranges have major impacts on student achievement. An effect size of +1.0 represents an increase for an average student performing at the 50th percentile to the 84th percentile
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
