To what extent is the baseball game likely to be motivating to the other students in the class?
What will be an ideal response?
Several perspectives are relevant here:
• The game focuses students' attention on performance goals rather than on mastery goals: The students are more concerned about looking good in front of their classmates than about developing their math skills per se.
• Students' need for relatedness is at stake. Students who do well at the problems and improve their team's score will be praised by their classmates. Those who do poorly and jeopardize their team's chances of success may be taunted, as Corey is, and possibly rejected.
• Students' feelings of self-efficacy are also at stake. Those who beat students from the opposing team when it's their turn at bat may gain increased self-efficacy, whereas those who lose may have decreased self-efficacy. Given the competitive nature of the task, students can, on average, beat their opponents only 50% of the time.
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There is no relationship between variables when the correlation is ____
a. A Pearson's product moment correlation of +1.00 b. A Pearson's product moment correlation between zero and +1.00 c. A Pearson's product moment correlation of zero d. A Pearson's product moment correlation between zero and -1.00 e. A Pearson's product moment correlation of -1.00
Which of the following is a good example of a Socratic Seminar model discussion focus?
a. Students examine the relationship between heart rate and breathing rate. b. Students analyze graphs from USA Today and consider how media bias might contribute to the communication of statistical ideas. c. Students study the geometric differences between concave and convex structures. d. Students learn explore the different types of habitats for water mammals.
Emotional intelligence includes all of the following except which one?
A. self-motivation B. persistence C. empathy D. impulsiveness
In the Standards for Teaching and Learning Mathematics, Standard 3: Worthwhile Mathematical Tasks, provides a bulleted list on which teachers of mathematics should design learning experiences. Which of the following is NOT on that list?
a. Tasks that develop mathematical understandings and skills. b. Tasks based on knowledge of the course of study. c. Tasks that develop students' mathematical understandings and skills. d. Tasks that promote communication about mathematics. e. Tasks that engage students' intellect.