ERIC Number: ED489566
Record Type: Non-Journal
Publication Date: 2004-Jul-14
Reference Count: 11
On Motivational Aspects of Instructor-Learner Interactions in Extra-Curriculum Activities
International Group for the Psychology of Mathematics Education, 28th Bergen, Norway, July 14-18, 2004
In extra-curriculum activities, the nature of the instructor-learner relationship differs from that in class. This constellation, if accompanied by a smaller gap between the mathematical skills of tutor and learner, has an impact on motivational aspects and on the choice of contents in these activities: The use of problem questions of competition type often plays a dominant role as a means to include many individuals in these activities. A survey is presented which indicates two risks of that approach: On the long term, it seems to have a negative effect on the motivation to work on open or more complex problems. Furthermore, it tends to discourage those with individual reference norm and motivation to participate that is intrinsic and directed on the mathematical content. (Contains 2 tables.) [For complete proceedings, see ED 489538.]
Descriptors: Student Motivation, Mathematics Instruction, Problem Solving, Foreign Countries, Extracurricular Activities, High School Students, Mathematics Activities
International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org.
Publication Type: Collected Works - Proceedings; Reports - Evaluative; Speeches/Meeting Papers
Education Level: High Schools
Authoring Institution: International Group for the Psychology of Mathematics Education.