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.

高等数学课程的高辍学率表明，许多学生没有成功地利用学习机会。在文献中，情境兴趣被认为是成功学习过程的一个重要因素。情境兴趣可以分为与感觉相关的成分和与价值相关的成分。它是由个体因素、学习情境因素及其相互作用所诱发的。详细研究了情境兴趣在学校数学学习情境中的作用。然而，高等数学课程的学习情况与这些大不相同，因为在大学，数学被认为是一门科学，证明学科，而在学校，数学被认为是解决现实世界问题的工具。这个项目的目的是扩大以前的结果有关情境的兴趣，在高等数学课程的学习情况。研究的重点是以下两个问题：（1）哪些个体因素（动机因素和认知因素）以及学习情境中经验的哪些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？这些问题的核心是两个实证研究解决两个不同的学习情况下，在高等数学课程。第一，纵向研究的重点是学习情况参加讲座。在四节课中，每节课三个时间点，大约170名学生指定他们的情境兴趣。报告的情境兴趣与个人特征之间的关系（e）。G.个人兴趣），学习情境中的经验特征（e. G.自主的经验），预期的学习过程及其结果（e。G.努力程度和学习满意度）进行分析。这些分析也将在第二个关于学习情境解决任务的研究中进行。第二个研究150名学生将进一步调查，期望价值模型的基础上，（3）如果材料的解释（与材料没有价值的解释）刺激教师教育的学生（与本科生相比）的情境兴趣。具有价值解释的材料包括连接学校和大学数学的任务，这种连接可能与教师教育学生的职业生活有关。除了努力之外，这些任务的具体处理将被用作学习过程的指标。如果材料成功，进一步的研究可以分析连续使用材料可能对（认知）学习成功产生的影响。