Hover to see how Factors connect to Motivation. Then click connected Factors to explore strategies related to multiple Factors.
Motivation is the desire that guides behavior. We are all affected by whether or not we want to do something. When we are motivated, we value what we are doing more and, as a result, learn more. Helping students find value in their work is critical to helping them become successful math problem-solvers.
There are two main types of Motivation:
Research shows that students who are intrinsically motivated to do math have greater math achievement than students who are externally motivated. Students are more likely to have intrinsic Motivation when they can connect learning material to their own lives and interests; adolescents are especially likely to be driven by personal values and purpose for learning, such as social justice. In addition to academic goals, students, in particular adolescents, are managing social goals and rewards, such as approval or comparison, which may affect their willingness to participate in learning activities.
As students solve problems in a group, they learn new strategies and practice communicating their mathematical thinking.
Thinking of and about patterns encourages learners to look for and understand the rules and relationships that are critical components of mathematical reasoning.
Overtly encouraging all students to seek support and ask questions creates a safe space for risk-taking and skill development.
The flipped classroom has two parts: cooperative group activities in class and digitally-based individual instruction out of class.
Teachers can help students understand that learning involves effort, mistakes, and reflection by teaching them about their malleable brain and modeling their own learning process.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
Attributing results to controllable aspects (strategy and effort) fosters students' beliefs in self.
Learning about students' cultures and connecting them to instructional practices helps all students feel like valued members of the community.
Teachers sharing math-to-self, math-to-math, and math-to-world connections models this schema building.
Multiple display spaces help develop oral language skills as well as Social Awareness & Relationship Skills by allowing groups to share information easily as they work.
Multiple writing surfaces promote collaboration by allowing groups to share information easily as they work.
Students are more likely to come to school when families feel like a valued part of the community.
When teachers connect math to the students' world, students see how math is relevant and applicable to their daily lives.
Response devices boost engagement by encouraging all students to answer every question.
Children's literature can be a welcoming way to help students learn math vocabulary and concepts.
Multicultural resources, such as posters with different types of people and word problems based in different settings, allow all students to see themselves in their math work.
Providing students a voice in their learning is critical for making learning meaningful.
When students create their own number and word problems, they connect math concepts to their background knowledge and lived experiences.
Wait time, or think time, of three or more seconds after posing a question increases how many students volunteer and the length and accuracy of their responses.
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