Promote motivation alongside executive functioning and early numeracy development from the earliest stages of mathematics education¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

Based on the finding that motivation exerts an indirect effect on later mathematical performance, the authors recommend that educators and parents enhance children's motivation as a basic driver of learning from the earliest stages. They recommend "interesting mathematical tasks such as projects that emerge from student's interests," "activities focused on highe r-order thinking," and "avoiding anxiety by promoting cooperative work rather than competitive," while warning against defining success as fast, correct responses and rote, repetitive learning.

Design Implications¶

Context¶

Requirements¶

• Educators and parents acting in both home and school settings to enhance motivation
• Connection of mathematics to students' lives and cultures to create a sense of belonging

Constraints¶

• The article notes some educators worry structured math activities will negatively influence children's motivation, and states it knows of no research supporting this concern

Target Learners¶

• children in early childhood and early primary education

Target Learning Goals¶

• sustained motivation toward mathematics and later mathematical performance

Claims¶

• Motivation's effect on later mathematical performance is indirect, mediated by executive functioning and early numeracy skills [+W]

Related Strategies¶

• Monitor children's math anxiety from the earliest stages of schooling to support proficient math performance
• Provide early intensified support for struggling arithmetic learners and design mathematics environments that promote positive emotions

Examples¶

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Key Sources¶

• Mercader J, Miranda A, Presentación MJ, Siegenthaler R and Rosel JF (2018) Contributions of Motivation, Early Numeracy Skills, and Executive Functioning to Mathematical Performance. A Longitudinal Study. Front. Psychol. 8:2375. https://doi.org/10.3389/fpsyg.2017.02375