Design interventions that address mathematical and motivational/socioemotional dimensions concurrently¶

Strategy · All strategies
Evidence · 5 claims (4 for, 1 mixed) · 1 study (1 review), q3 · 0 of 1 report an effect size · 5 claims rest on one study

Description¶

The review recommends that interventions for algebra address both domains at once, suggesting 'combining mastery-based learning approaches with strategies to reduce math anxiety or enhance self-efficacy.' It argues that understanding how mathematical and motivational/socioemotional factors interplay 'could lead to more precise and holistic recommendations for instructional practices and curriculum design,' and that bridging these perspectives lets educators and policymakers design more effective interventions supporting algebra success.

Design Implications¶

Context¶

Requirements¶

• Interventions should target malleable student-level propensities, the factors the review identifies as most responsive to instructional modification.

Constraints¶

• The review notes few existing studies examine these factors in tandem, so the evidence base for integrated interventions is limited.

Target Learners¶

• U.S. students in grades 6-12 learning algebra

Target Learning Goals¶

• Improving algebraic thinking and algebra achievement alongside motivation and math anxiety

Claims¶

• Integrated models combining mathematical and motivational propensities significantly explain algebra performance [+W]
• Few algebra studies examine mathematical and motivational/socioemotional propensities in tandem [+W]
• Mathematics self-efficacy is the most commonly studied motivational propensity and is usually positively related to algebraic thinking [+W]
• Mathematics anxiety shows mixed relations to algebraic thinking across studies [~W]
• Sense of belonging to mathematics is positively related to algebraic thinking in reviewed studies [+W]

Related Strategies¶

• Reduce math anxiety by addressing the anxiety rather than training math alone
• Reduce math anxiety in children with DD by improving math achievement early through targeted interventions
• Design intervention programs that reduce the links between achievement goals and internalizing problems

Examples¶

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Key Sources¶

• Silla, E. M., Guba, T.-P., Rodrigues, A., Anisiobi, O. C., Scanniello, A., & Barbieri, C. A. (2026). A Systematic Review of Mathematical, Motivational, and Socioemotional Propensities Related to Algebraic Thinking. Educational Psychology Review. https://doi.org/10.1007/s10648-025-10111-6