“Make a tutorial!” Short and long-term effects of a mathematical classroom video project on emotions and motivation
Didactica Mathematicae, Tome 44 (2022), pp. 5-29
Cet article a éte moissonné depuis la source Annales Societatis Mathematicae Polonae Series
The complex process of learning is influenced by many parameters. In addition to content knowledge, affective variables have an impact on students’ learning processes and achievement. Based on the link of affect and achievement a study about a mathematical video project was implemented to investigate its impact on emotions, motivation and achievement. Six ninth-grade classes (N=143; N(Intervention Group) = 65, N(Control Group) = 78; mean age = 14.6 years) from secondary schools in Germany participated in the project. The students worked at two project days in groups on the production of video tutorials about spatial geometry. The participating students worked autonomously on the mathematical content, developed a story script and produced the video tutorial. The results show that the participants experienced positive emotions while working on the project and indicate a positive shift in students’ interest in and motivation for dealing with mathematics.
@article{10_14708_dm_v44i1_7190,
author = {Daniel Barton},
title = {{\textquotedblleft}Make a tutorial!{\textquotedblright} {Short} and long-term effects of a mathematical classroom video project on emotions and motivation},
journal = {Didactica Mathematicae},
pages = { 5--29},
year = {2022},
volume = {44},
doi = {10.14708/dm.v44i1.7190},
language = {pl},
url = {http://geodesic.mathdoc.fr/articles/10.14708/dm.v44i1.7190/}
}
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Daniel Barton. “Make a tutorial!” Short and long-term effects of a mathematical classroom video project on emotions and motivation. Didactica Mathematicae, Tome 44 (2022), pp. 5-29. doi: 10.14708/dm.v44i1.7190
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