Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences
The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and rela...
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| Format: | Article |
| Language: | English |
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Ignatianum University Press
2023-06-01
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| Series: | Multidisciplinary Journal of School Education |
| Subjects: | |
| Online Access: | https://czasopisma.ignatianum.edu.pl/jpe/article/view/1993 |
| _version_ | 1797790415409119232 |
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| author | Tomasz Knopik Urszula Oszwa |
| author_facet | Tomasz Knopik Urszula Oszwa |
| author_sort | Tomasz Knopik |
| collection | DOAJ |
| description |
The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and relatedness.
The following research questions were formulated:
• How did students’ attitudes towards mathematics change under the influence of methodological interventions aimed at satisfying the three SDT needs?
• Did the methodological solutions contribute to better emotional/social competences in the students?
• Did the intervention result in higher maths achievement, measured by a maths knowledge and skills test and grades in the subject?
The findings included statistically significant differences in 1) positive attitude towards mathematics (measured by the semantic differential technique), 2) emotional/social competences (measured by the KA scale from the tool called TROS-KA) and 3) mathematical achievements (measured by a maths test and grades in school) in comparison to the control group (N = 59), where less positive attitudes towards mathematics, lower maths grades and no significant increase in emotional/social competences were observed.
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| first_indexed | 2024-03-13T02:04:19Z |
| format | Article |
| id | doaj.art-77e3d3326e79456792df1f6d95ceb9a6 |
| institution | Directory Open Access Journal |
| issn | 2543-7585 2543-8409 |
| language | English |
| last_indexed | 2024-03-13T02:04:19Z |
| publishDate | 2023-06-01 |
| publisher | Ignatianum University Press |
| record_format | Article |
| series | Multidisciplinary Journal of School Education |
| spelling | doaj.art-77e3d3326e79456792df1f6d95ceb9a62023-07-01T10:28:20ZengIgnatianum University PressMultidisciplinary Journal of School Education2543-75852543-84092023-06-01121 (23)10.35765/mjse.2023.1223.08Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social CompetencesTomasz Knopik0Urszula Oszwa1Maria Curie-Sklodowska University, LublinMaria Curie-Sklodowska University, Lublin The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and relatedness. The following research questions were formulated: • How did students’ attitudes towards mathematics change under the influence of methodological interventions aimed at satisfying the three SDT needs? • Did the methodological solutions contribute to better emotional/social competences in the students? • Did the intervention result in higher maths achievement, measured by a maths knowledge and skills test and grades in the subject? The findings included statistically significant differences in 1) positive attitude towards mathematics (measured by the semantic differential technique), 2) emotional/social competences (measured by the KA scale from the tool called TROS-KA) and 3) mathematical achievements (measured by a maths test and grades in school) in comparison to the control group (N = 59), where less positive attitudes towards mathematics, lower maths grades and no significant increase in emotional/social competences were observed. https://czasopisma.ignatianum.edu.pl/jpe/article/view/1993SDTmathematical educationattitude towards mathematicsemotional/social competencemathematical achievements |
| spellingShingle | Tomasz Knopik Urszula Oszwa Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences Multidisciplinary Journal of School Education SDT mathematical education attitude towards mathematics emotional/social competence mathematical achievements |
| title | Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences |
| title_full | Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences |
| title_fullStr | Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences |
| title_full_unstemmed | Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences |
| title_short | Self-Determination in Maths Education: How to Strengthen Students’ Positive Attitude to Mathematics and Develop Their Emotional/Social Competences |
| title_sort | self determination in maths education how to strengthen students positive attitude to mathematics and develop their emotional social competences |
| topic | SDT mathematical education attitude towards mathematics emotional/social competence mathematical achievements |
| url | https://czasopisma.ignatianum.edu.pl/jpe/article/view/1993 |
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