Situational interest in tertiary mathematics courses: Individual determinants and stimulation through value-explicating material

高等教育数学课程的情境兴趣：个体决定因素和通过价值阐释材料的刺激

• 批准号: 397058861
• 负责人: Professorin Dr. Stefanie Rach
• 金额: --
• 依托单位: Institut für Didaktik der Mathematik und der Informatik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2018
• 资助国家: 德国
• 起止时间: 2017-12-31 至 2020-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/397058861?language=en
• 关键词: Situational; interest; tertiary; mathematics; courses

High dropout rates in tertiary mathematics courses indicate that many students do not use learning opportunities successfully. In the literature, situational interest is identified as one important factor for successful learning processes. Situational interest can be divided into a feeling- and a value-related component. It is induced by factors of the individual, factors of the learning situation, and by their interaction. The role of situational interest for mathematical learning situations in school has been researched in detail. However, learning situations in tertiary mathematics courses differ from these substantially because at university, mathematics is discerned as a scientific, proving discipline whereas at school, mathematics is regarded as a tool to solve real-world problems. The aim of this project is to extend previous results concerning situational interests to learning situations in tertiary mathematics courses. The focus is on the two following questions: (1) Which individual, motivational and cognitive, factors and what characteristics of experience in learning situations determine situational interest? (2) Does situational interest relate to individual learning processes and their outcomes? These questions are central in two empirical studies addressing two different learning situations in tertiary mathematics courses. The first, longitudinal study focusses on the learning situation attending a lecture. In four lectures at three points in time each, approximately 170 students specify their situational interest. The relation between the situational interest reported and individual features (e. g. individual interest), the characteristics of experience in learning situations (e. g. the experience of autonomy), the anticipated learning process and their results (e. g. the effort and study contentment), will be analysed. These analyses will also be conducted in a second study on the learning situation solving tasks. This second study with 150 students will additionally investigate, grounded on expectancy-value models, (3) if material with explication (in contrast to material without value explication) stimulates the situational interest of teacher education students (in contrast to bachelor students). The material with value explication consists of tasks linking school and university mathematics, a connection that is presumably relevant for teacher education students in view of their perspective professional life. In addition to effort, the specific processing of these tasks will be used as an indicator of the learning process. In case the material turns out successful, a further study can analyse which effect a continuous use of the material may produce on (cognitive) learning success.

高等教育课程中的高辍学率表明，许多学生并未成功使用学习机会。在文献中，情境兴趣被确定为成功学习​​过程的重要因素。情境兴趣可以分为一种感觉和价值相关的组成部分。它是由个人因素，学习情况的因素及其相互作用引起的。详细研究了情境兴趣在学校数学学习情况下的作用。但是，三级数学课程中的学习情况与这些情况有很大的不同，因为在大学里，数学被视为科学，证明了学科，而在学校，数学被认为是解决现实世界中问题的工具。该项目的目的是将有关情境兴趣的先前结果扩展到三级数学课程中的学习情况。重点是以下两个问题：（1）哪个个人，动机和认知，因素以及学习情况的经验特征决定了情境兴趣？ （2）情境兴趣与个人学习过程及其结果有关吗？这些问题在两项实证研究中至关重要，涉及三级数学课程中的两种不同学习情况。第一个纵向研究的重点是参加讲座的学习情况。在每个时间的四个演讲中，大约有170名学生指定了他们的情境兴趣。将分析所报告的情境兴趣与个人特征（例如个人兴趣）之间的关系，学习情况的经验特征（例如，自治的经验），预期的学习过程及其结果（例如，努力和研究满足感）。这些分析也将在第二项有关解决任务的学习情况的研究中进行。这项与150名学生的第二次研究将基于预期价值模型进行研究，（3）如果具有解释的材料（与没有价值阐明的材料相比）刺激了教师教育学生的情境兴趣（与单身学生相反）。带有价值阐明的材料包括将学校和大学数学联系起来的任务，这种联系可能与教师教育学生有关，鉴于他们的观点专业生活。除了努力外，这些任务的特定处理还将用作学习过程的指标。如果材料成功地取得成功，进一步的研究可以分析材料连续使用可能会产生（认知）学习成功的情况。