Key memorable events: A lens on affect, learning, and teaching in the mathematics classroom

Using cognitive science to teach cognitive science: Embodied teaching and learning in the cognitive science classroom.

“…Given this reality, our recommendations can also be viewed as a gateway to an incremental shift toward more constructivist, embodied teaching for those who find the basic arguments appealing. Marmur (2019) argues that small events within a course can have a very large impact on student learning. Thus even one instance of an embodied learning practice might be of value to students.…”

“…Some of this benefit may be due to changes in attention as a function of mood (Scrimin & Mason, 2015). In principle, negative affect can also boost learning, if it causes students to focus attention on details in situations where that is beneficial (Gasper & Clore, 2002), or if it makes a classroom experience more memorable (Marmur, 2019). Marmur (2019) argues that small events within a course can have a very large impact on student learning.…”

“…In principle, negative affect can also boost learning, if it causes students to focus attention on details in situations where that is beneficial (Gasper & Clore, 2002), or if it makes a classroom experience more memorable (Marmur, 2019). Marmur (2019) argues that small events within a course can have a very large impact on student learning. He introduces a construct called the key memorable event: “events in a lesson that are perceived by many students in class as memorable and meaningful in support of their learning, and are typically accompanied by strong emotions, either positive or negative” (Marmur, 2019, p. 1).…”

“…Marmur (2019) argues that small events within a course can have a very large impact on student learning. He introduces a construct called the key memorable event: “events in a lesson that are perceived by many students in class as memorable and meaningful in support of their learning, and are typically accompanied by strong emotions, either positive or negative” (Marmur, 2019, p. 1). Although key memorable events do not need to use active learning strategies, active learning moments may constitute key memorable events.…”

Changes in students’ self-efficacy when learning a new topic in mathematics: a micro-longitudinal study

“…Previous studies highlighted the importance of memorability to affect changes in students' mathematics self-efficacy (Butz & Usher, 2015;Stylianides & Stylianides, 2014), and several studies emphasize the role of productive struggle for student learning and engagement with mathematics (Bobis et al, 2021;Warshauer, 2015). Higher levels of effort and perseverance might mean that students' work on harder tasks contribute to forming memorable events (Butz & Usher, 2015;Marmur, 2019), to a larger degree than their experiences from working on easy tasks. At the same time, the relationship between task difficulty and self-efficacy is unlikely to be straightforward, as indicated by the interaction effects with achievement levels found per Borgonovi and Pokropek (2019) as well as our own findings regarding credible individual variations in students' starting point and change.…”