ERIC Number: ED374984
Record Type: RIE
Publication Date: 1994-Apr-5
Enhancing Situational Interest in the Mathematics Classroom.
Interest may be conceptualized as a variable which affects both motivational and cognitive activity. The purpose of this study was to systematically apply a theoretical model of interest to a classroom setting and explore whether students' interest in mathematics could be increased. The theoretical model of interest is presented and followed by the rationale used for developing the interest treatment. A study of (n=15) college students (Study 1) and (n=68) high school freshmen (Study 2) was conducted using a curriculum developed for the study called Mathematics of the Environment (MOE). In the MOE experience, students work in groups to assess the environmental health of selected world countries. The final student outcome is to find and propose a solution for resolving environmental problems in their chosen nation. An interest survey was given at the beginning and end of Study 1 and at the end of Study 2. The results of the studies were mixed. Study 1 indicated great success of the curriculum in enhancing students' motivation towards the subject, but Study 2 indicated no difference between students' attitudes in the MOE classroom relative to student attitudes in other mathematics classrooms taught by other master teachers. Two differences in the two studies were the teachers and the age of the students. Contains 30 references. (MKR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994).