Experiences of competence and autonomy during a teaching intervention on mathematical modelling - 13th Congress of the European Society for Research in Mathematics Education Accéder directement au contenu
Communication Dans Un Congrès Année : 2023

Experiences of competence and autonomy during a teaching intervention on mathematical modelling

Résumé

Experiences of competence and autonomy are essential for intrinsic motivation, social development, and well-being. However, little is known about how these constructs are related to previous achievement in mathematics. In the present study, we investigated whether ninth-graders (N = 83) with different levels of achievement differ in their experiences of competence and autonomy and whether their experiences change during a teaching intervention focused on modelling. We found that high- and low-achieving learners did not differ in competence or autonomy. However, competence and autonomy developed differently across the time period of the teaching intervention. The experience of competence increased for high achievers, and autonomy decreased for low achievers. The results contribute to a better understanding of how intra- and interindividual differences are related to competence and autonomy and provide insights for effective interventions.
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hal-04418267 , version 1 (25-01-2024)

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  • HAL Id : hal-04418267 , version 1

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Janina Krawitz, Stanislaw Schukajlow, Katharina Wiehe, Katrin Rakoczy. Experiences of competence and autonomy during a teaching intervention on mathematical modelling. Thirteenth Congress of the European Society for Research in Mathematics Education (CERME13), Alfréd Rényi Institute of Mathematics; Eötvös Loránd University of Budapest, Jul 2023, Budapest, Hungary. ⟨hal-04418267⟩

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