A Hack for Learning Math: Starting and Ending on High Notes to Create a More Pleasurable Learning Experience

Autor/in	Cho, Kit W.
Titel	A Hack for Learning Math: Starting and Ending on High Notes to Create a More Pleasurable Learning Experience
Quelle	In: Educational Psychology, 41 (2021) 9, S.1082-1096 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cho, Kit W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1934404
Schlagwörter	Mathematics Instruction; Learning Experience; Teaching Methods; Prediction; Mathematics Achievement; Student Attitudes; Difficulty Level; Problem Solving; Preferences; Mathematics Anxiety; Correlation; Undergraduate Students; Psychology; Mathematics Tests; Texas (Houston) + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Vorhersage; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Schülerverhalten; Schwierigkeitsgrad; Problemlösen; Korrelation; Psychologie
Abstract	The present study focuses on creating a more pleasurable learning experience for students learning maths. Participants completed two lists of maths problems, a short list of only difficult maths problems and an extended list with both difficult maths problems and moderately difficult maths problems, placed in the beginning, end, or both beginning and end of the list. When asked to choose a third list to complete, participants preferred one of the extended list over the short list and found the extended lists to be less discomforting. Of the three types of extended lists, participants reported the one in which the moderately difficult maths problems were situated at both the beginning and end of the list to be the least discomforting. Participants self-reported maths anxiety did not moderate these effects. However, participants' maths anxiety was negatively correlated with predicted and actual maths performance and positively correlated with discomfort ratings. These results suggest that by creating lists of maths problems in which the relatively easier problems are given before or after the more difficult maths problems, educators can create a more favourable learning experience that could help both maths-anxious and nonmath-anxious students practice more maths problems. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01