Calculation and perception of numbers are important in everyday life. For example, it helps to understand where to put things while tidying up. A PhD thesis from Tallinn University shows that motivated students notice numerical relationships on their own.
Spontaneous attention to numerical relationships is not explicitly taught in school. This shows how people describe everyday situations. For instance, a person looking at a cabinet at home might say that one shelf is half full compared to another.
Motivated students notice numerical relationships in their environment. While this is not directly taught in school, it is crucial for the development of mathematical skills. Doctoral student Triinu Kilp-Kabel investigated how motivation affects mathematical skills.
According to Triinu Kilp-Kabel, spontaneous attention to numerical relationships begins with whether students notice numbers at an early age. For example, a student might notice that one drawer is too full while another is three times emptier.
The PhD thesis examined how noticing numerical relationships is related to student motivation. It was found that students who were more motivated than average noticed these relationships more often. However, there was no difference if the student was less motivated.
Student motivation was described based on expectancy-value theory. It considered how important and useful students found mathematics. The study also looked at how much effort mathematics requires.
Highly motivated students believed they could do well in mathematics. They found the skills useful and were interested in the subject. Less motivated students doubted their abilities and found mathematics difficult.
About 6% of students found mathematics useful but did not believe in their abilities. They were not interested in mathematics and found it difficult. Their results were lower than those of students with low motivation.
As part of the PhD thesis, an intervention in mathematics was conducted with 7th-grade students. Students solved problems related to hair growth and measured the length of their hair. The intervention lasted two weeks and supported their skills.
Triinu Kilp-Kabel suggests that students should have more successful experiences. It is important to provide students with meaningful feedback and involve them in classroom activities. One thoroughly completed task is enough for students to understand well.
Kilp-Kabel emphasizes that motivation is supported by feedback and a calm pace. This also reduces math anxiety. Her PhD thesis helps to better understand the development of students' mathematical skills.