StudyingMyOwnTeaching:ActionResearchProject

CarrieSun
April11,2015
Motivationinvariouslevelsofmathematicscourses
TableofContents
Section
Pagenumber
1
MyTeachingContext
Introduction/curriculumarea/
1
classroomcontext
Identificationofinquiryfocus
1
Justification
2
2
MethodsofStudy
3
DataandFindings
Collecteddata
3
Overallsummaryofdata
4
Findings
5
Limitations
5

Section
KeyLearning
Professionalinsights

Pagenumber
6
6

Newpractices
Fromliterature
Forfuture(nextsteps)
ProfessionalLearningPlan
WorksCited

8
8
9
9
10

MyTeachingContext
Introduction,curriculumarea,classroomcontext
MynameisCarrieSun.IamapreserviceteacherinteacherscollegeatQueensUniversity.Icompletedundergraduate
studiesintheConcurrentEducationprogramatQueensUniversity,finishingwithaB.Sc.H.withBiologymajorandMath/Stat
minor.IamqualifiedintheIntermediateSeniorlevel,forteachablesBiologyandMathematics.
Icompletedmy2ndpracticum4weeklongplacementinasecondaryschoolinKingston,Ontario.ItaughtGrade9
AcademicMath(MPM1D),Grade10AppliedMath(MFM2P),andGrade12CollegeMath(MAP4C).ForMPM1D,Itaught
andassessedtheentireunitofPowersandPolynomials,andwenthalfwaythroughtheLinearRelationsunit.ForMFM2P,the
unitsweredividedintoBigIdeas,andeachunitcoveredabroadrangeoftopics.ItaughtPythagoreantheorem,Measurement,
MetricandImperialUnits,andGeometry.ForMAP4C,ItaughtandassessedtheentireunitofOne&TwoVariableData.
Identificationofinquiryfocus
MyquestionoffocusthatIaimtoansweris:Howcanwemotivatestudentstoengageinmathandmathclass?
Assessmentintheformofformativesandsummativesisafairlyrecentimplementationintoalltheschoolboards.I
experienceditseffectsduringpracticumsinmyteacherscollegeyear(201415),butnotduringpracticumsinmyconcurrent
educationyears(201113).
IwasteachingGrade11and12universitybiology.Inthegrade11class(butnotatallwiththegrade12class!),students
wouldnteventryforformatives,theywouldjustleaveitblankandwaituntilwetookitup.Duringactivities,orwhenstudents

hadquestions,andIwouldtrytoguidethemintoindependentlyfindingtheiranswer,Ihadmanystudentsask,Canyoujust
tellme?
Theexperiencedirectlyledmetoattempttoanswermyquestion.IcouldnteverrecallmotivationbeingaslowaswhatI
experiencedwiththegrade11biologyclass.However,Icannotblamestudentsforbehavinginthisway,becauseIusedtohave,
andstillhavetoacertaindegree,thesamementality.Iwasoncethetypetotrytocompleteassignmentsasefficientlyas
possible.Ionlycaredabouttheexitresultofeducationandforthemostpart,nottheactuallearningineducation.This
behaviourseemssimilartomanystudents.
Thisactionresearchprojectattemptstodiscoversomeinsightsonhowweaseducatorscanmotivatestudentstolearnin
mathandmathclass,includingonworkthatmaynotaffecttheirperformancelevel(e.g.formatives),andhowmotivationin
mathdiffersbetweendifferentclasslevels.
Justification
TheoverallquestionthatencompassesteachingandeducationisHowcanIhelpmystudentsimprovethequalityof
theirlearning?Motivationissuchakeyfundamentalelementtogoodqualitylearning,orjustlearningingeneral.Without
motivation,learningcannothappen.
Motivationissouniqueandindividualizedtoeachpersonthatitcanbehardtoquantifyitintoresearch.Currentresearch
mayofferageneral,butverylooseperspective(seeMyLearning,FromLiterature).Withthisactionresearchproject,Ihope
tofindsomeinsights,whateverlittleormuchitmaybe,thatcanhelpmotivatestudentstolearnorattempttolearnmath.By
helpingstudentsbemotivatedindoingmath,hopefullywecanhelpthembemotivatedtoperforminothersubjects,build
resiliencewhenfacedwithasubjectthatismoreoftenperceivedasmoredifficult,andmotivatethemtolearnforthesakeof
learning.Hopefullytheresultswillinfluencemyteachingpracticeinfutureteachingexperiences,andprovideinsightfor
othersteachingpracticesaswell.
MethodsofStudy
Toanswermyquestion,HowcanImotivatestudentsinmathandmathclass,variousmethodswereimplemented.
1) Openendedselfreport:
Onarandomformativequizthatwasgiven,3mathandmotivationrelatedquestionswereaskedonthebottomofthe
quiz.(Doyoulikemath?Whydoyoulikeordislikemath?Whatmotivatesyoutodomath!).Studentswereaskedto
completetheirquizasnormal,thenanswerthe3questionsastohelpmeastheirteacherforthenextfewweeksto
betterhelpmeunderstandhowbesttoteachmath.(ThismethodwasonlyimplementedforMPM1DandMFM2Pdue

totimerestraintswithMAP4C).Seeattachedappendicesfordataandexamples.
2) Implementationandresultsofaextrinsicmotivationrewardsystem:
PokemonBadgerewardsystem(implementedinall3classes.

3) Discussionsandconversationswithstudents(Implementedinall3classes)
4) Discussionsandconversationswithassociateteacher(Implementedinall3classes)
Collectingdatafromthese4sourcesallowedforabitoftriangulationofthefindingsinthisstudy.
DataandFindings
Collecteddata
1)Formativemathmotivationquestions
(Seeattachedappendices)
2)ImplementationofthePokemonBadgeRewardSystem
Class
MPM1D

Initialreactions
HugehitFirstday,everyone
seemedveryexcitedtopicka
Pokemon,classroomwasalso
veryquietandNOcellphonesor
headphoneswereout,allpencils
wereonpaper,allseemed
engaged
Forthenextweek,theywere
verystudious.Itgotmorelaxas
theweekswenton,buttheir
behaviourandmotivation
seemedverygoodingeneral

MFM2P

Studentsseemedexcitedtopick
upaPokemoncard,but
behaviourdidnotchangemuch,
forbetterorforworse.Students
whotypicallytriedstilltriedand
didworkandthosewho
typicallydidnt,didnt.

Quotesfromstudents
Commonlyaskedquestions
afterbeingaskedtoparticipate,
answeraquestion,etc.
CanIhaveabadge?
Wasthatbadgeworthy?
Whenstudentswererewarded
withbadges,thereceiverwould
usuallyreactpositively:
sweet!
Iactuallytrytodothe
homeworknowcuzIwant
badges

Studentsfromthisclass
occasionallyaskediftaskswere
deemedbadgeworthy.
However,theyweremore
verbalwhentasksdidnot
warrantabadge,orifabadge

Quotesfromassociate
Associatesaysoneparticular
studentwhowaspreviously
disengagedandshewasnotableto
previouslyreachhimandopenhim,
wasveryexcitedandtalkative
aboutit,andwasveryengagedwith
theclassaftertheintroductionof
thisprogram.Wow,______ison
firetoday.Youhavesucha
greatconnectionwithhim
Thefirstfewhomeworkchecks
werenotgreat,buttheygotbetter
andbetter.Neartheendofthe3
weeks,therewereevenafewdays
wherealmostallstudents
completedthehomework.
Iknowyouareabitscaredof
them,butfeelfreetogivemore
badgesthannormallyyouwouldto
theseguys,theseguysneed
constantboostingforconfidence,
anythingatalltoboosttheir
confidence

Theydidnotseemoverly
reactivepositivelyornegatively
whenbadgesweregivento
them.
MAP4C

Studentsseemedblankfaced.
Studentshadtobeencouraged
orremindedtopickupa
Pokemoncard.

Behaviourdidnotchangemuch,
forbetterorforworse.Students
whotypicallytriedstilltriedand
workedandthosewhotypically
didntdidnt.
3)Discussionsandconversationswithstudents.

wastakenawayasaresultof
disruptiveorofftaskbehavior:
no,youcanttakeawaymy
badge!What!Iworkedhard
forthatbadge!
Studentswereveryverbalwhen
theydidnotreceivebadgesfor
taskstheythoughtshouldhave
warrantedabadge.
IthinkIdeserveabadgefor
that
_____got3badgesalready,I
haventevengotten1!
Wheresmybadge?
Thissystemiscorrupt!

Ididntthinkitwouldgoover
wellwiththisgroup,butitsgreat
youtried

IcasuallyaskedrandomstudentsthequestionWhatmotivatesyoutodomath?
MPM1D
Itssoeasy
Ihavetotakeit
IfIdontdowell,mymomgets

MFM2P
Ihavetotakeit
Ijustdontdoit(Comingfrom

MAP4C
Itseasy,Idontdoanywork,
andIget80s.Idonthaveto

astudentwhoreallydidnotdo

madatme

doextrawork,Ihaveastrict

anywork)
Iwanttogointotrades

videogamehomeworkratio,
andifIcanthaveanything

possiblycarpentry

messingthatup.
Itssuperchill

4)Discussionsandconversationswithassociate
MPM1D
Stationgame:outstandingengagementbymostoftheclassLovedthewaytheywereworkingtogether,correctingeach
other,engageduntiltheveryENDoftheperiod!Theyaredefinitelymotivatedbythebadges
Ilovehowyouractivitiesandlessonskeepthemengageduntiltheveryendofclass,theydontevennoticethetimeandthe
bellabouttoring.
MFM2P
Associate:Toengagethem,weneedtogivethemtonsofpositiveencouragementtobuildtheirconfidence.Theythinktheyre
badatmath,sothatswhytheygiveoffthisairofIdontcare,becausetheydontwanttoshowtheirweakness.ThatswhyI
makethefirsttestabiteasier,sowhentheydowellonit,theycanseewhattheyrecapableofdoing.
Youhaveagreatmanagementstyle.Youkeepitlight,butarentafraidtocallthemoutonstuff.Inmyopinion,thisisagreat
waytoearntheirrespectandkeepthistypeofclassengaged.
Overallsummaryofdata
(Ifthestudentansweredmultiplereasons,atallywasgivenforeachcategoryitfellunder)
Question

MPM1D

MFM2P

Doyoulikemath?
Whyorwhynot?
Boldedresponsesareshared
betweenthe2classes

Whatmotivatesyoutodomath?
Boldedresponsesareshared
betweenthe2classes

Yes:13
No:7
Maybe/Depends/Sometimes:1
Enjoyment/fun:6
Theoryreasons(e.g.logical,hasright
orwronganswers,usingnumbers,
etc.):4

Yes:10
No:5
Maybe/Depends/Sometimes:4
Enjoyment/fun:4
Usefulness:3
Easy:2
Teachershelpme:2

Frustrating/confusing/hard:6
Boring:1
Requireseffort:1
Notuseful:1
Grades/passing:4
Future(general):3
University:2
Requirement:2
Friendsupport:2
Easy:2
Wantingtoimprove:2
Beingskilledatit:1
Teachershelpme:1
Notsure:2

Frustrating/confusing/hard:5
Requireseffort:2
Boring:1
Noreasongiven:1
Grades:5
Nothing:4
Futurejob/work:3
Teachershelpme:3
Understanding/feelingsmart:2
Fun:1
Useful:1

Findings
Theacademicclass1Dweremorecertainaboutwhethertheylikedmathornot,whiletheappliedclass2Pwasalotless
certainaboutlikingmath(moremaybe/depends/sometimesresponses)
2Phadalargerrangeofreasonswhytheydidordidntlikemath,while1Dseemedtofallintofew,distinctcategories.
o Sharedreasonsforlikingmath:Enjoyment/fun
o Sharedreasonsfordislikingmath:Frustrating/confusing/hard,boring,requireseffort
Thereasonsformotivationforbothclassesdiffereddrastically,with1Dhavingalargerrangeofreasonsforhowtothey
getmotivatedtodomaththan2P.
Sharedreasonsformotivationare:Grades/passing,futureendeavours/work,andteachershelpingme.
Onlystudentsinthe1Dclassmentionpassingwhenreferringtogrades,whilestudentsinthe2Pclassonlyreferto
gradesingeneral(includingwantedtogetonthehonourroll),andnoneofthemmentionpassing.
1Dreferredtothefuturemoregenerally,while2Preferredtojobsorworkwhentheytalkedaboutthefuture.
The2Pclassmentionshavinghelpfromteachersmuchmoreimportantinlikingmathandbeingmotivatedtodomath,
thanthe1Dclass
Fromreactions,1Disalotmoreextrinsicallymotivated(Pokemonbadges)thantheappliedclass,as2Pwontbe
motivatedduetointernalfrustrations,orjustwontbemotivatedforanyreason(selfreportedly).
Thecollegeclass4Cwasleastreactiveintheextrinsicmotivationuponimplementation,butwasmostreactivetoit
duringtheprogramwhenrewardsweretakenaway.
2Pwasalsomorereactivetoprogramsrewardsbeingtakenawaythantotheprogramingeneral.
Limitations
Thereareseverallimitationstothisstudythatpreventitsresultsfrombeingentirelyconclusive.Mostoftheselimitations
stemfromthefactthestudyhadtimeconstraints.
Answerstothemathandmotivationrelatedquestionsareselfreportedwithopenresponse,andwerealsonot
anonymous.

 LessdataavailablefromMAP4Cclass,includingnotmuchfeedbackfromassociateresponsibleforthisclass.
Overall,samplesizewassmall.
Forthefuture,othersourcesofdatathatwouldworthwhiletoanalyzecouldbe:
Thegradesofstudentsmathtestsbeforeandafteracertainperiodoftimeorimplementationofacertainprogram.
Thelearningskillsofstudentsinmathclassesbeforeandafteracertainperiodoftimeorimplementationofacertain
program,especiallyinitiativeandresponsibility.
Conversationswithparents.
Moreclassestocollectdatafromtoincreasesamplesize.
Genderdifferences
KeyLearning
Professionalinsights
Theresultswereveryinteresting,withsomeresultsperfectlyaligningwithwhatIwouldsuspect(basedonprevious
experienceandtheknownstereotypesaboutacademicvsappliedclasses),andwithsomeresultsbeingsurprisingandproviding
newinsights.
1Dwasmorecertainaboutwhethertheylikedmathornot,while2Pseemedlesscertain.Theseresultsarehopeful,
becauseitsuggestsyoungacademicstudentsaresureofwhattheylikeordontlike,whichisgreat,butbetteryet,thatyoung
appliedstudentsarestillunsure.Whatthistellsmeisthatthereisampleroomtoencouragemathintheseappliedstudents,and
thatmathisreallynotadeadendforthem.TherewerealsoalotfewermathdislikesthanIexpectedforthe2Pclass.
Furthermore,because2Phadalargerrangeofreasonsforwhytheydidordidntlikemath,therecouldbesomethinginitfor
everyone.Aseducators,itwouldbeourresponsibilitytofindwhatthatthingisforeachstudentinordertohelpthemlikemath.
Bothclasseshadalargeproportionofpeoplewholikedmathbecausetheyenjoyeditoritwasfun.Interestingly,several
2Pstudentssaidtheylikeditforitsusefulnessandpracticality,whileno1Dstudentsmentionedthat.Likewise,several1D
studentssaidtheylikeditbecauseofitsprinciples,logicalness,andthetheorybehindit,whileno2Pstudentssaidthat.Thisis
goodbecauseitshowsthatatleastagoodproportionoftheclasshasbeenappropriatelyplacedbasedonpathwaysandlevels,
notasadumpinggroundforbehavior,whichitoncestereotypicallyusedtobe.
Thereasonsformotivationforbothclassesdiffereddrastically,with1Dhavingalargerrangeofreasonsforhowtothey
getmotivatedtodomaththan2P.Thesharedreasonsformotivationacrossbothclassesincluded:Grades/passing,future
endeavours/work,andteachershelpingme.
Surprisingly,andperhapsagainstmyownsubconsciousprejudices,notasingle2Presponsewasmotivatedtodomath
justtopass,butseveral1Dstudentsdid!Infact,oneofthe2Presponseswastodomathtogetgoodgradestogetonthe
honourroll.Thissuggeststhat2Pstudentsmaybeunderestimatedforthereasonstheychoosetotakeappliedmathandwhy

theychoosetoworkhardinit.Again,itmayalsosuggestschoolsarebeginningtodoabetterjobinappropriatelyplacing
studentswheretheyshouldbebasedonpathwaysandlevels.
Interestingly,whentalkingaboutfutureprospects1Dreferredtothefuturemoregenerally,while2Preferredtojobsor
workmorespecificallywhentheytalkedaboutthefuture.Infact,onestudentmentionedhowshespecificallywantedtobea
nursepractitionerwhenshegrewup,sayingsheknewsheneededmathforit.Thissuggeststhatyoungacademicstudentshave
theimpressionthattheyknowmathisimportant,butareunsureofwheretheywishtoapplythosemathskills.Yetwithapplied
students,theyseemmorecertainofwhereandwhytheyneedmath.
Themoststrikingandsurprisingtomewasthementionofteachershelpingandcaringaboutstudentsastheirmotivation
todomath,acrossALLclasses.Furthermore,more2Pstudentsthan1Dstudentsmentionhavinghelpfromteachersbeing
importantforthemtolikemathandmotivatedtodomath.Onetouchingresponsefroma2Pstudentevensaidknowingno
matterwhatIcanalwaysaskforhelpandanotherfroma4CstudentsaidYoucareaboutthestudents,dontgiveupon
them.Thisisinsightfulbecauseitsuggestshowimportantteacherscanbeininfluencingattitudesandmotivationtowardmath,
forallagesandlevels,butespeciallyfortheappliedstreamstudents.
Inregardstotheextrinsicmotivatorprogram,thePokemonbadgerewardsystem,the1Dclasswasmoreextrinsically
motivatedwiththisprogramthanthe2Pclass.Althoughthe2Pclassenjoyedit,theywerelessexcitedandtheirbehaviorand
participationinmathrelatedtasksdidnotchangeforbetterorforworse.(However,theyweremoreverballyoppositionalwhen
rewardshadtobetakenaway).ThiswentagainstwhatIoriginallybelievedandexpected.Onemightexpectthatacademic
studentsmightbeprimarilymotivatedbyjustdoingmathandfeelinginternallyesteemed,buttheseresultssuggestotherwise.
Theacademicstudentsseemtothriveinmathwhenextrinsicallymotivated,althoughthismayalsobedueinparttotheiryoung
age.Thus,theseinsightsmaysuggestthatextrinsicmotivationmaybeagoodplacetostarttomotivateallstudents,butfor
appliedstudents,moreworkneedstobedoneincontinuingtoencouragestudentstotryandsucceed.
Thecollegeclass4Cwasleastreactiveintheextrinsicmotivationuponimplementation,butwasmostreactivetoit
duringtheprogramwhenrewardsweretakenaway.Theirbehaviorhadnochangeuponprogramimplementationandtheydid
notgooutoftheirwaytotryandearnbadges.The4Cstudentsmayhaveactedinthewaytheydidbecausetheywerebored.
Theircommentsseemtosuggestthattheywereonlyinittogetthecreditandgraduate,eventhoughsomeofthemweremore
thancapableofdoingacademiclevelwork.Thus,themainmotivationformostofthe4Cstudentsseemedtobebecauseitwas
aneasycreditandeasyGPAbooster.
Overall,mostoftheseinsightsfromthefindingsofthisstudyarepositiveandhopeful,inthatstudentsacrossalllevels

seemtobeopentodoingwellinmathandthatmoststudentsarenotadamantlyopposedtoit.Theresultsshowthereismuch
opportunitytofosteragoodrelationshipbetweenmotivationandmathinhighschoolstudents.Aseducators,itwouldbeour
responsibilitytotryandbuildthatopportunityintoareality.
Newpractices
Rewardsystemsreallydoseembeeffectiveandsuccessful.Fromthisexperience,thestudentswerehighlyextrinsically
motivatedbythePokemonBadgeRewardsystem,withoutevenrealizingtheywerelearningmathandhavingfunwhiledoing
so.Myrecommendationisimplementingthesetypesofprogramsforthejuniorlevels,andperhapseitherdoingsomethingelse
ormodifyingthistypeofprogramfortheseniorlevels.
Allinall,itisimportanttoshowhowmuchyoucaretothestudents,andasapproachable,helpful,andcaringaspossible.
Forexample,schedulingoneononeappointmenttimetoworkwitheachstudentcouldbebeneficialforallpartiesthiscan
showhowmuchyoucareaboutthemasanindividual,givesthemtimeforthemtotalkwithyouandshareanyconcernsor
questions,andprovideadirecttutoringhelpopportunity.
Fromliterature
Motivationhasbeenextensivelystudiedthroughouteducationliterature.Oneofthemostinsightfulmotivationrelated
researchwasconductedbyDwecketal.in1998.Dweckandherteamgave5005 thgradestudentsareallyeasynonverbalIQ
test.Attheendofthetesttheypraisedthestudentsinoneoftwoways:Onegroupwaspraisedfortheirintelligence:"Wow
greatjobYoumustbereallysmartatthis".Theothergroupwaspraisedfortheireffort:"WowgreatjobYoumusthave
workedreallyhardatthis".Uponadministrationofanimpossibletest,theeffortgroupworkedharder,longer,andactually
enjoyedthesetestsmorethantheintelligencegroup,whoquicklybecamefrustratedandgaveupearly.Uponadministrationof
atestthatwasjustaseasyasthefirst,theintelligencegroupactuallydidworseonthistestthantheydidonthefirst(Their
averagescoredroppedby20%),whiletheeffortgroupdidbetter(Theiraveragescoreendedupincreasingby30%).Thus,this
subtledifferenceinthewaythattheywerepraisedhugelyaffectedthemotivation,mindset,andperformanceofthestudents.
Theseinsightscanbeadvantageouslyusedinamathclassroom.
OtherinsightfulresultsfromSugataMitra,aneducationalresearcherwhoisalsoTEDnominated.Hefoundthatif
studentsarecurious,theycanbemotivatedtoteachthemselvesandeachother.Theyembeddedacomputerintoawallofa
sluminNewDelhi.Thechildreninthatslumrarelywenttoschool,didntknowanyEnglish,hadntseenacomputer,letalone
knewwhatInternetwas.MitraandhisteamconnectedthePCtoahighspeedInternetandleftitthere(withahiddencamera
filmingthearea).Whattheynoticedwaskidsfromtheslumplayingaroundwiththecomputerandintheprocesslearninghow

touseitandhowtogoonline,andthenteachingeachother.This"HoleintheWall"projectdemonstratesthat,evenwithout
anydirectinputfromateacher,anenvironmentthatstimulatescuriositycancauselearningthroughselfinstructionandpeer
sharedknowledge.Thus,ifonemakestheclassroomfun,interesting,andstudentcentered,thiscanstimulatecuriosityand
motivationtoparticipateinlearning.
Mendler(2009)suggeststhatstudentswholackmotivationhavebeensoaccustomedtothinkingthattheycan'tbe
successful(learnedhelplessness),thattheyhavetobegivensmallopportunitiessothey"maybereawakened"tothefactthat
theycanbesuccessful.Hetestedthisoutonstudentswhochronicallydontdohomework,andaskedhim/hertodooneproblem
forthenextday,sayingthathewasgoingtocallonthemfortheanswer.Hefoundthat9095%oftypicallyunmotivated
studentswouldatleastpreparethatoneproblem.Thiscouldbeagoodstrategytoemployinonesclass.
Motivationinrelationtomathhasbeenlessextensivelystudied,butthereissomeinterestingandrelevantliterature.As
seenfrommydata,manystudentsreferredtothefutureastheirmotivationfordoingmath,includingspecificjobs,university,
college,andthefutureingeneral.WoltersandPintrich(1998)studiedcontextualdifferencesinstudentmotivationandself
regulatedlearninginmathematics,English,andsocialstudiesclassrooms.Theylookedat2kindsofstrategiesinvolvedin
motivation,cognitivestrategies,whicharedesignedtoincreaseencoding,retention,andcomprehensionofmaterial,and
regulatorystrategies,whicharetohelpstudentsmonitorandcontroltheirownlearning.Someimportantandrelevantresults
fromtheirmultifacetedstudyincludethatstudentsreportthatmathwasmoreimportant,usefulandinterestingthaneither
Englishorsocialstudies.However,theyreportusinggreatercognitivestrategyuseinsocialstudies,andlesssoinmath.The
researcherssuggestthismaybeduetothefactthatsocialstudiesclassroomsmayoffermorediverseandengagingtasksthan
mathematicsclassrooms(StodolskiandGrossman1995).Overall,theresearcherssuggestthatthelevelofmotivationinterms
ofstrategyusecanvaryasaresultofbothsubjectareadifferencesandclassroomcontext,evenifthesubjectitselfisviewedas
moreimportant.
Forfuture(Nextsteps)
IfIweretocontinuethisstudy,Iwouldcollectmoredatatodeterminehowtomotivateamathclassofgrade12college
students.
Itseems2Pstudentsareeithermorefrustratedwithmathortheysimplydontwantanythingtodowithit.Thus,itcould
beworthwhiletodoanongoingstudythathelpsdetermines.Asmyassociatesaid,helpingthisgroupofstudentshavebetter
selfesteemcouldchangetheircurrentattitudesaboutmath.Anongoingstudyfocusingonselfesteem,effort,andgradescould
beinsightful.

Futurepractice(ProfessionalLearningPlan)
Formyfuturepractice,Iintendtocontinueongoingprofessionaldevelopmentinstudentmotivationinmathematicswith
thefollowinggoals:
Goal1:Determinearewardsorotherwisesystemthatmotivatesseniorgradecollegelevelstudentstoengageinmath.
Rationale:ImplementingthePokemonbadgerewardsystemdidnotworkverywellwiththeMAP4Cclass.
Strategies:ModificationofthePokemonbadgerewardsystem;asystemforstudentstosetgoalsandmonitorgrades;oneon
oneappointments;praisingeffort;motivationalspeakervideos;morediscoverybasedlearning;bonusmarkssystem;
suggestionsfromcolleaguesandadmin,etc.
IndicatorsofAchievement:Studentsarefocused;attendanceishigher;studentsareparticipatingmore;gradesimprove
Timeline:SeptembertoAprilifIeverIobtainanLTOposition
Goal2:Performabeforeandafteractionresearchstudytodeterminehowtomotivatestudentswhoseemtojustnotcare
Rationale:In2P,therewereaproportionofstudentsthatreportedthatnothingwouldmotivatethemtodomath
Strategies:Selfreportquestionnaires;studentprofilesatthebeginningoftheyear;praiseeffort;asystemforstudentstoset
goalsandmonitorgrades;oneononeappointments;discussionsandconversationswithstudentsand/orparents;suggestions
fromcolleaguesandadmin,etc.
IndicatorsofAchievement:Allstudentshaveatleastonereasontobemotivatedandencouragedtodomath;gradesimprove;
studentsaremoreattentiveandfocused;studentsparticipatemore.
Timeline:SeptembertoJuneifIeverobtainanLTOposition
WorksCited
Dweck,C.S.andC.M.Mueller.(1998).Praiseforintelligencecanunderminechildrensmotivationandperformance.
JournalofPersonalityandSocialPsychology,75(1):3352.
Mendler,Allen.(2009).MotivatingStudentsWhoDontCare.SolutionTree.
Mitra,S.andV.Rana.(2001).ChildrenandtheInternet:experimentswithminimallyinvasiveeducationinIndia.British
JournalofEducationalTechnology,32(2):221232.
Stodolsky,S.&Grossman,P.(1995).Theimpactofsubjectmatteroncurricularactivity:Ananalysisoffiveacademic
subjects.AmericanEducationalResearchJournal32:227249.
Wolters,C.A.andP.R.Pintrich.(1998).Contextualdifferencesinstudentmotivationandselfregulatedlearningin
mathematics,English,andsocialstudiesclassrooms.InstructionalScience,26:2747.

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