Enhancing student motivation in mathematics through teacher ...

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Teacher Clarity• Most desirable characteristics.• Hattie (2009, p. 126): High effect size, d= 0.75, rank 8 among 138 influences.• Students know what to do, meanings ofwhat they are doing.OverviewWong (AME-SMS 6/6/13) 29OverviewWong (AME-SMS 6/6/13) 30Confidence• If meaningful, higher confidence.• Build confidence: Begin with problemsthat every student can do. Gradedproblems.• Students must feel that they are makingprogress, with suitable feedback, notnecessarily solve it instantly.• Ex: Sudoku: http://view.websudoku.com• Celebrate small successes; then biggersuccess. Set realistic targets.Csikszentmihalyi: Flow• Flow,http://en.wikipedia.org/wiki/Mihaly_Csikszentmihalyi• Match between skill and challenge.OverviewWong (AME-SMS 6/6/13) 31OverviewWong (AME-SMS 6/6/13) 32
Praise• Use praise to instill confidence?• Dweck: Mindset; p. 175.• You learned that so quickly! You’re sosmart!• Hidden message: If I don’t learntsomething quickly, I’m not smart.• Test your student’s mindset:http://mindsetonline.com/testyourmindset/step1.phpOverviewWong (AME-SMS 6/6/13) 33Praise: Ability vs. Effort• Dweck: Mindset.Types Examples OutcomesAbility;fixed mindsetEffort;growthmindsetNo praiseBoth?So smart, likeEinstein!You have put in a lotof hard work.Avoid challenging tasks;fear of failure; poorresults, lie about scores.Willing to try hardproblems, improvescores, more engaged.Similar to fixed mindset.OverviewWong (AME-SMS 6/6/13) 34Dweck: Growth Messages• Explain how learning “makes” braingrow.• Send “growth” messages; easy to do.• Working on this new formula wills-t-r-e-t-c-h your brain.• I am going to push you because I believeyou will work h-a-r-d.• Write down some “growth” messages.Add Reflection Questions• After giving “growth” messages; addreflection questions:1. Which parts of the problem did you enjoythe most?2. What did you do when you were stuck?Did it work?• Write down more “reflection” questions.OverviewWong (AME-SMS 6/6/13) 35OverviewWong (AME-SMS 6/6/13) 36
Page 4 and 5: Demotivated “Adjectives”1. Thin
Page 6 and 7: Meaningful; Sense Making• Explana
Page 10 and 11: MistakesPraise Mistakes!• Math di
Page 12 and 13: Q.12345678910Context(Topic)“Stand
Page 14 and 15: Enjoy: Strategies1. Add surprise, u
Page 16 and 17: Social Motivation: T SSocial Motiv
Page 18 and 19: M_Crest: Summary• M_Meaningful;
Page 20 and 21: Other Constructs• Write your own

Enhancing student motivation in mathematics through teacher ...

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