Personalized Learning in Algebra

Walkington, Candance; Sherman, Milan; Howell, Elizabeth

doi:10.5951/mathteacher.108.4.0272

Cited by 21 publications

(17 citation statements)

References 5 publications

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“…In their study, Reber et al (2009) offered students a choice of 14 topics with different themes, such as horoscopes, love, police work, and music. Arguably, there is a substantial overlap between example choice and the approach to context personalization Walkington and Bernacki (2014) referred to as personalizing to topic interest (see also : Walkington, 2013;Walkington et al, 2013;Walkington, Sherman, & Howell, 2014). When personalizing to topic interest, students rank their interests in different subjects (e.g., music, movies, sports) and subtopics (e.g., rock, horror, soccer) before reading a mathematics problem that is personalized based on the students' responses.…”

Section: Characteristics Of the Personmentioning

confidence: 99%

Interesting, but Less Interested: Gender Differences and Similarities in Mathematics Interest

Høgheim

Reber

2017

Scandinavian Journal of Educational Research

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I am grateful for everything you have taught me. Special gratitude is devoted to my main supervisor, Rolf Reber. Your research proposal made it possible for me to write my doctoral thesis. Thank you for your patience, for mentoring me in an inclusive and challenging way, and for allowing me to find my own way through the project. Hopefully, I will have the opportunity to collaborate with you again. Also, special thanks to Roger André Federici for your encouraging and supportive guidance yet again, including for my bachelor thesis and master thesis.I would also like to thank the Department of Education for a constructive work environment. Furthermore, I would like to thank Western University of Applied Sciences (Sogndal) for providing me with the opportunity to complete this dissertation and for a supportive work environment thanks to my devoted colleagues.Finally, special thanks to my friends and family. Thank you to my parents for supporting me throughout my education. My greatest gratitude goes to my wife, Bettina, and my son, Edvard. Thank you for your patience and understanding when I had to work. Your support has meant everything to me.

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Section: Characteristics Of the Personmentioning

confidence: 99%

Interesting, but Less Interested: Gender Differences and Similarities in Mathematics Interest

Høgheim

Reber

2017

Scandinavian Journal of Educational Research

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“…According to Walkington and Bernacki (2014), context personalization may promote learning by eliciting situational interest and connecting subject matter to students' knowledge from within other interest areas (see also : Walkington, Sherman, & Howell, 2014). However, when it comes to performance, research results are mixed.…”

Section: Interventions To Increase Situational Interest and Learningmentioning

confidence: 99%

Supporting interest of middle school students in mathematics through context personalization and example choice

Høgheim

Reber

2015

Contemporary Educational Psychology

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“…This may suggest powerful TMAs are an outgrowth of teachers getting to know their students well and developing quality relationships with them. Conducting math interest interviews in the beginning of the year and using this information to generate math examples throughout the year may be a good starting point (for more detail see Walkington, Sherman, & Howell, 2014).…”

Section: Discussionmentioning

confidence: 99%

When am I ever going to use this in the real world? Cognitive flexibility and urban adolescents’ negotiation of the value of mathematics.

Matthews

2018

Journal of Educational Psychology

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Many adolescent learners have difficulty understanding the relevance of mathematics for their lives. This problem is particularly pernicious among Black and Latino adolescents who often face cultural stigma that can affect their perceived value of mathematics. The present study used concurrent nested mixed methods to explore this issue in 419 urban Black and Latino adolescents. Structured classroom observations, a computerized cognitive assessment, and surveys were used to examine how teacher math applications (TMAs) and adolescent cognitive flexibility interact to predict students' valuing of mathematics. From a subset of the larger sample (n ϭ 37), semistructured qualitative interviews were used to understand how these adolescents came to view mathematics as a transformative tool in their lives, particularly in the face of cultural stigma. The quantitative results revealed that TMAs were associated with students' value of mathematics. However, these results also illustrated how TMAs interacted with adolescent cognitive flexibility to predict students' growth in valuing mathematics over the school year. The qualitative interviews corroborated the quantitative findings, but also revealed 3 themes that extended the quantitative results, uncovering racialized facets of valuing mathematics. The 3 themes that emerged were: utility orientations, alternative messengers, and resisting stigma and protecting collective identity. Altogether, these results demonstrated the role real-world applications, race, and adolescent cognition can have in urban mathematics classrooms. These findings suggest teachers' sensitivity to these issues can support Black and Latino adolescents' persistence in mathematics and understanding of self. Educational Impact and Implications StatementThis study suggests that teacher messages about the real-world relevance of mathematics matters in shaping how urban Black and Latino adolescents value mathematics. However, this study showed math teachers infrequently connected their instruction to the real world. To support adolescents' value of mathematics, teachers need to better understand how to use real-world applications in the classroom that are sensitive to race, context, and adolescent cognition.

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Personalized Learning in Algebra

Abstract: Connection to students' individual interests helps imprint mathematics concepts.

Cited by 21 publications

References 5 publications

Interesting, but Less Interested: Gender Differences and Similarities in Mathematics Interest

Interesting, but Less Interested: Gender Differences and Similarities in Mathematics Interest

Supporting interest of middle school students in mathematics through context personalization and example choice

When am I ever going to use this in the real world? Cognitive flexibility and urban adolescents’ negotiation of the value of mathematics.

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