Prospective mathematics teachers' situational interest for word problems

This study examined the influence of word problems and individual differences on student teachers' situational interest. There is extensive research on word problems, but few studies have assessed the impact on situational interest, particularly for self-generated word problems. Using a within-...

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Published inEducational psychology (Dorchester-on-Thames) Vol. 45; no. 4; pp. 377 - 394
Main Authors Martinussen, Liva J., Riege, Anine, Richter, Jasmin, Briseid, Eyvind Martol, Maugesten, Marianne, Reber, Rolf
Format Journal Article
LanguageEnglish
Published Dorchester-on-Thames Routledge 21.04.2025
Taylor & Francis Ltd
Subjects
Mathematics Education
Mathematics Teachers
prospective teachers
Self Concept
self-determination theory
situational interest
Student Teachers
Word problems
Word Problems (Mathematics)
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Abstract This study examined the influence of word problems and individual differences on student teachers' situational interest. There is extensive research on word problems, but few studies have assessed the impact on situational interest, particularly for self-generated word problems. Using a within-subject design (N = 256), we investigated whether self-generated or ready-made word problems elicited greater situational interest compared to solving math tasks without a context (math-tasks-only). Additionally, we investigated whether individual interest in mathematics, mathematical self-concept, and related measures were associated with situational interest. Findings indicated that both word problem conditions significantly increased situational interest compared to math-tasks-only, regardless of individual interest. Self-concept moderated the effect of condition on situational interest; the self-generated word problem was more interesting for participants with higher self-concept, whereas the ready-made word problem was more interesting for participants with lower self-concept. We discuss these results considering interest-development and self-determination theory.
AbstractList This study examined the influence of word problems and individual differences on student teachers' situational interest. There is extensive research on word problems, but few studies have assessed the impact on situational interest, particularly for self-generated word problems. Using a within-subject design (N = 256), we investigated whether self-generated or ready-made word problems elicited greater situational interest compared to solving math tasks without a context (math-tasks-only). Additionally, we investigated whether individual interest in mathematics, mathematical self-concept, and related measures were associated with situational interest. Findings indicated that both word problem conditions significantly increased situational interest compared to math-tasks-only, regardless of individual interest. Self-concept moderated the effect of condition on situational interest; the self-generated word problem was more interesting for participants with higher self-concept, whereas the ready-made word problem was more interesting for participants with lower self-concept. We discuss these results considering interest-development and self-determination theory.
This study examined the influence of word problems and individual differences on student teachers’ situational interest. There is extensive research on word problems, but few studies have assessed the impact on situational interest, particularly for self-generated word problems. Using a within-subject design (N = 256), we investigated whether self-generated or ready-made word problems elicited greater situational interest compared to solving math tasks without a context (math-tasks-only). Additionally, we investigated whether individual interest in mathematics, mathematical self-concept, and related measures were associated with situational interest. Findings indicated that both word problem conditions significantly increased situational interest compared to math-tasks-only, regardless of individual interest. Self-concept moderated the effect of condition on situational interest; the self-generated word problem was more interesting for participants with higher self-concept, whereas the ready-made word problem was more interesting for participants with lower self-concept. We discuss these results considering interest-development and self-determination theory.
Author Riege, Anine
Briseid, Eyvind Martol
Maugesten, Marianne
Martinussen, Liva J.
Richter, Jasmin
Reber, Rolf
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Snippet This study examined the influence of word problems and individual differences on student teachers' situational interest. There is extensive research on word...
This study examined the influence of word problems and individual differences on student teachers’ situational interest. There is extensive research on word...
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SubjectTerms Mathematics Education
Mathematics Teachers
prospective teachers
Self Concept
self-determination theory
situational interest
Student Teachers
Word problems
Word Problems (Mathematics)
Title Prospective mathematics teachers' situational interest for word problems
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