Abstract
Problem solving is a procedural skill, which should be promoted by problem-oriented mathematics lessons. Results in problem-solving tasks are significantly influenced by self-regulating abilities. Children with problems with self-motivation have greater problems in less structured discovering and open learning environments as well as in problem-oriented phases. The research to be presented in this chapter shows how children with self-motivation problems can be promoted by a specific teacher intervention in problem-oriented mathematics classes. The empirical study follows the approach of design-based research. Firstly, the theoretical findings relating to problem-oriented mathematics lessons for children with self-motivation problems from the perspective of personality systems interactions theory by Julius Kuhl are discussed. Afterwards the specific teacher intervention is deduced from the theoretical framework. The evaluation in the implementation phase is performed using case studies with the data collection methods participatory observation and interviews. Analysis of captured data is performed by categorizing evaluation and interpretation based on both deductive and inductive categories in common. The empirical study shows that children with self-motivation problems are dependent on additional support to regulate their self-motivation in problem-oriented phases in the form of a guided discovery learning with oral teacher intervention. With this support, the children can preserve during the solving process and achieve results in problem solving.
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Notes
- 1.
The real name of every child in this empirical study is replaced by a code name.
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Hagelgans, H. (2019). Beginning and Persisting: Fostering Problem Solving for Children with Special Educational Needs on the Basis of Problems with Self-Motivation in Mathematics Classes. In: Kollosche, D., Marcone, R., Knigge, M., Penteado, M.G., Skovsmose, O. (eds) Inclusive Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-11518-0_27
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