Research studies in didactics of mathematics supported by the Operant Motive Test

Abstract

The present paper reports a case-study which took place within an EUsupported international program organized for research and development of multi-grade schools (NEMED,[16] [26]). One of the main goals of the research was to develop the connection between disadvantageous social situations and the efficiency (success or failure) in learning mathematics especially from the point of view of average and above-average (talented) students: Why does the talent of children with socially disadvantageous background remain undiscovered? How can we make school mathematics more aware of hidden talents?The author was looking for a didactical solution that compensated for social disadvantages without restricting the development of "average" students by using sociological, educational, psychological and mathematical (experimental and theoretical) studies in interaction with a series of experimental (hypothesis testing and exploratory) investigations.We constructed tools and methods for exploration and experimental teaching, adapted to Hungarian conditions (Curriculum Development, teacher training, materials, interviews, Kuhl's motivation test, Malara's "researchers and practicing teachers in cooperation" method, etc., see [18], [20]).The teaching materials and methodological guidelines are based on Bruner's representation theory (see [5]). The empirical research took place in 16 multi-grade schools located in different parts of the country. The author co-operated with nearly 250 students and 25 teachers for 3 years. In this paper we try to demonstrate how an Operant Motive Test can be involved in this research (see [18]).Key words and phrases: sociological aspects of learning (disadvantaged students), affective aspects (motivation), manipulative materials and their use in the classroom, picture stories.

Pedagogising Knowledge in Multigrade Roma Schools: Potentials and Tensions of Innovation

“…Mathematics problems presented through real-life situations and visualisations were significantly better understood and solved than traditional verbal tasks (Munkácsy, 2012). In further studies, we successfully tested more methods for the development of social and communication skills to foster the understanding of complex mathematical problems represented in images and verbal explanations (Kárpáti & Munkácsy, 2012).…”

“…Learning attainment gains observed in the second and third school year confirmed our assumption that socially disadvantaged students are equally capable of learning mathematics and other disciplines as their more advantaged peers provided that teaching methods cater for their special motivational and learning needs. Mathematics problems presented through real-life situations and visualisations were significantly better understood and solved than traditional verbal tasks (Munkácsy, 2012). In further studies, we successfully tested more methods for the development of social and communication skills to foster the understanding of complex mathematical problems represented in images and verbal explanations (Kárpáti & Munkácsy, 2012).…”