Supporting interest of middle school students in mathematics through context personalization and example choice

By Sigve Høgheim, Rolf Reber. 2015

99 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e12cbd96ca9e1d638885a78062d8a90a3351880c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. Matthew L. Bernacki
2. Jessi L. Smith
3. J. Rotgans
4. Candace A. Walkington
5. Henk G. Schmidt
6. Janina Krawitz
7. Kai-Lin Yang
8. Yu-Ping Chang

In Social Psychology

1. Jessi L. Smith
2. Henk G. Schmidt
3. J. Rotgans
4. Janina Krawitz
5. Matthew L. Bernacki
6. Candace A. Walkington
7. Harsha N. Perera
8. Kai-Lin Yang

Citations in the corpus

• Interest development: Arousing situational interest affects the growth trajectory of individual interest (2017, background): “More recently, Høgheim and Reber (2015) conducted a study to examine how example choice (having a choice which text to study) and context personalization (in which features of a text are customized to the learners’ out-of-school interests) affect situational interest (see also Flowerday, Schraw, &…”
• Interest Matters: The Importance of Promoting Interest in Education (2016, background): “This practice matches instructional tasks with characters, objects, and themes of students’ out-of-school interests (Cordova & Lepper, 1996; Høgheim & Reber, 2015).”
• The Role of Situational Interest in Personalized Learning (2018, background): “In contrast to sizable effects of context personalization on situational interest, Høgheim and Reber (2015) found no effects of personalization on performance.”
• Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “Instead, math instruction tailored to the specific interests of different learners may be required to capture student interest in math and maintain its relevance and value to students through the secondary years (e.g., context personalization; Høgheim & Reber, 2015).”
• The role of reading comprehension in mathematical modelling: improving the construction of a real-world model and interest in Germany and Taiwan (2021, background): “In this line of research, studies have investigated whether personalizing the problems increases students’ interest in working with the problems (Bates & Wiest, 2004; Høgheim & Reber, 2015).”