Motivating Junior High Students to Learn Math - Research Paper Example

Motivating junior high students to learn math Abstract Research has indicated that children in primary grades enjoy learning mathematics but their motivation declines as they progress to junior high school classes. The number of students who wish to undertake mathematics in junior high school is drastically declining and alarming given the fact that students who do not perform well in mathematics may not function well in the modern technological society. This paper will discuss the methods which can be used to motivate junior high school students to learn mathematics and the role of the teacher. The paper will consider learning in small groups or pairs and motivation in the 21st century particular for students without basic skills. Motivating junior high school students to learn mathematics can be fun, frustrating or challenging. The teachers need to remain positive and creative in their methods of teaching mathematics. Junior high schools students are at the level where they are given responsibilities and choices since they are in a growth stage of their lives. Extra-curriculum activities such as mathematics games, plays and anything social help the students to develop and make prudent study decisions. Motivating junior high students to learn math Introduction If junior high school students could be motivated to learn mathematics, they could achieve life long success since mathematics is the core of other academic disciplines such as accounting, construction, engineering and medicine (Hatfield, 2004). Students in junior high school are energized by four main goals which include success, curiosity, creativity and satisfying relationships in their studies. In motivating students to learn mathematics, the teacher should ensure student engagement in learning. Engaged students are committed to their learning despite any challenges or obstacles and aim at accomplishing their studies (Wentzel & Wigfield, 2009). Literature review Educators agree that motivating junior high school student to learn mathematics is challenging. The social structure has changed hence teachers and other stakeholders need to change if the needs of the junior high school students are to be attained (Wentzel & Wigfield, 2009). Some societal changes include increase in family break ups, working parents and innovations in technology (Hatfield, 2004). The complexity of mathematical content in curriculum has also changed. There is a strong relationship between school achievement and the quality of life. Motivation to learn mathematics can either be intrinsic or extrinsic. Intrinsic motivation is the desire of students to engage in learning activities which bring joy and self-confidence to them (Hatfield, 2004). This motivation focuses on the learning goals such as mastery of mathematical concepts. On the other hand, junior high school students who are extrinsically motivated, engage in learning activities which bring rewards to them such good academic grades and avoidance of punishments. Such motivation is based on performance benchmarks which result to favorable commendations from peers, teachers and parents (Hatfield, 2004). Intrinsically motivated students exhibit some behaviors like increased time management skills, creativity, selection of more challenging tasks in learning (Viadero, 2005). Attribution theories which examine the reasons for success and failures in learning are more applicable in motivating junior high school students to learn mathematics (Hatfield, 2004). Many students at this level attribute success to ability and see mathematics as a special subject which requires special abilities (Brophy, 2010). According to goal theories, students who perceive mathematics as a fixed body of knowledge tend to memorize procedures while those who view the subject as a process tend to emphasize on relational understanding of the core concepts of mathematics (Brophy, 2010). Teachers can motivate the mathematics students using games and contests. Some students are motivated by competition with peers especially in small groups. The peers encourage one another to improve their accuracy since they have a chance of winning if they attain the best scores in the group (Brophy, 2010). Teachers can also utilize discovery based learning techniques since junior high school students have more abstract thinking than elementary students (Montague & Jitendra, 2006). This involves allowing the students to design the mathematics lessons for their peers (Brophy, 2010). The teachers can also include mathematics puzzles which require the application of particular mathematics concepts. The students will find learning interesting when they uncover the puzzles and mathematics tricks (Viadero, 2005). The teachers can motivate the students through application of real life examples in teaching mathematics concepts (Montague & Jitendra, 2006). Mathematics is applicable in day to day real world activities. Teachers should show the students how mathematics affects their daily activities particularly in routine activities like calculating the house maintenance costs and car mileage (Brophy, 2010). Students should be able to interpret mathematical concepts in the real world like calculating the citizenry population and mapping the public transport system. The teaching strategies chosen should focus on small groups. The teacher should utilize instructional methods which intrinsically motivate the students (Montague & Jitendra, 2006). The teacher should assess the student’s hobbies, interests and extra-curricular activities and also the student experiences (Viadero, 2005). The teacher should present arguments which are sometimes centrally to the student assumptions and support the arguments with humor and real life experiences (Hatfield, 2004). The teacher can utilize brainstorming sessions in order to stimulate the creativity of the small groups. The teachers can utilize body movements such as gestures in order to maintain the attention of students during mathematics lessons (Brophy, 2010). The educators can also try to explain the connection of mathematics to the students ‘future career aspirations (Hatfield, 2004). Teachers should publish the mathematics oriented careers which are some of the best professions in the world. For instance, students aspiring to pursue a career in engineering should be aware of the need to excel in mathematics (Brophy, 2010). Teachers should also assess the mathematics curriculum taught to junior high school students (Brophy, 2010). The curriculum should emphasize on problem solving situations rather than repeated drills. The content should also promote the understanding of mathematical concepts and communication of the ideas (Viadero, 2005). Motivation on 21st century Use of technology in mathematics learning can be motivating to the junior high school students (Wentzel & Wigfield, 2009). Many students at this level feel comfortable to use technology though they may not be knowledgeable on working with it. For instance, Lincoln junior high schools have many self-monitoring and mathematics skills enhancing sites which make learning friendly and fun to the students (Brophy, 2010). The use of computers in mathematics learning will increase the mental capabilities of the students which is itself a motivation technique. In the 21st century, technology has revolutionized how people communicate and work. Technology ensures that junior high school students get immediate feedback on the progress of their mathematical skills learning. The internet offers exciting and challenging mathematical games which the students can rely on to assess their acquired mathematical abilities (Brophy, 2010). Software manufacturers have developed numerous presentation software and projectors which can allow mathematics students to learn in small groups and share ideas (Montague & Jitendra, 2006). Online mathematics videos which include both voice and image also give junior high students step by step guidance on how to solve simple and complex mathematical problems (Hatfield, 2004). Computer assisted instructions to junior high school mathematics students improve their self-confidence and motivation. Computer software such as HyperCard stack on functions with a computer quiz which rewards the correct answers with smiling faces sparks competition among the small groups to increase individual accuracy in mathematics. Green Globs which is a computer algebra program provides a list of students which achieve the best scores hence increases a desire among the peers for their names to appear on the scoreboard. HyperCard include commutative, simplifying as well as rearranging formulas hence this sparks student motivation to learn mathematics after observation of these stacks being created (Wentzel & Wigfield, 2009). The spreadsheet use in mathematical modeling and problem analysis in algebra like maximizing area or solving quadratic equations graphically can motivate junior high school students to learn mathematics (Wentzel & Wigfield, 2009). Providing graphical solutions like comparing the distance between two points on a grid and also comparing linear population growth rate on the spreadsheet enables students to actively participate in their learning process hence boasting their creativity and self-confidence in learning (Hatfield, 2004). Other software which can motivate students to learn mathematics includes Data Insights for statistics and Mathematica which is applicable in calculus to create two and three dimensional graphs. Conclusion Junior high school students who value mathematics increase their self-confidence and persistence in the wake of challenges. Educators should provide opportunities for the students to develop intrinsic motivation other than providing extrinsic incentives for good performance in mathematics. Teachers should implement instruction methods which stimulate student creativity and improve their self-confidence. The teacher can utilize discovery based learning methods where students will design lessons for their peers. The teachers should use contests which stimulate competition among the peers in a small group. The educator should provide real life examples of linkages of mathematics and other careers. The teachers should also show the application of mathematical concepts to the students’ lives such as calculation of their monthly school budget or house maintenance costs. In the 21st century, educators should utilize technology to motivate mathematics students in high school. Computer games and software which generate individual contest scores stimulate the desire of students to master mathematics concepts. References: Brophy, J. (2010). Motivating students to learn. New Jersey. Cengage Learning. Hatfield, M.M. (2004). Mathematics methods for elementary and middle school teachers. New Jersey. John Wiley & sons. Montague, M & Jitendra, A.K. (2006). Teaching mathematics to middle school students with learning difficulties. New York. Guilford Press. Viadero, D. (2005). “Uniform Effects”? Education Week, 24(18), 27-29. Wentzel, K & Wigfield, A. (2009). Handbook of motivation at school. New York. John Wiley & Sons. Read More