The Effects of Personalization of Algebra Instruction to Students' Interests on Learning, Behavior, and Interest in Mathematics

• In Event: 16.023 - Examining and Fostering Growth in STEM Knowledge and Skills

Abstract

Students’ interest in learning mathematics declines over adolescence as they struggle to see how the mathematics they are learning is related to their lives and experiences. We investigate an approach called "context personalization" where instruction is matched to students’ out-of-school interests (e.g., sports, food, video games) to enhance its relevance and promote deeper engagement. We conducted a study where 153 Algebra I students received problems in an intelligent tutoring system that were either personalized to their out-of-school interests based on an interests survey, or standard problems. Results showed that students receiving personalization were able to master the difficult skill of algebraic expression-writing with fewer practice opportunities, and also evidenced greater affective and cognitive engagement. Implications for algebra instruction are discussed.

Authors

• Candace A. Walkington, Southern Methodist University

• Matthew L. Bernacki, University of Nevada - Las Vegas