Students’ motivation as a mediator between extra-mathematical knowledge and word problem-solving
Abstract Word problems are frequently taught in shallow contexts, where students primarily use procedural knowledge to solve problems and struggle to transfer their learning to real-life situations. This study examines how extra-mathematical knowledge and motivation may enhance the learning process....
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| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Springer
2025-06-01
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| Series: | Discover Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1007/s44217-025-00595-3 |
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| Summary: | Abstract Word problems are frequently taught in shallow contexts, where students primarily use procedural knowledge to solve problems and struggle to transfer their learning to real-life situations. This study examines how extra-mathematical knowledge and motivation may enhance the learning process. The study involved 345 fifth-grade students (51.2% male) from 25 classes across 11 schools. Tasks and questionnaires were completed online during regular school hours. The results revealed a positive relationship between extra-mathematical knowledge, motivational components, and word problem-solving. Furthermore, word problem-solving improved when extra-mathematical knowledge was paired with higher expectations of success and lower perceptions of cost. These findings highlight the importance of extra-mathematical knowledge, alongside motivation, in improving word problem-solving abilities. |
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| ISSN: | 2731-5525 |