Quality matters: how reflecting on the utility value of mathematics affects future teachers’ interest

Abstract

AbstractInterest is a key motivational variable in higher mathematics education, yet there is a lack of theory-based interventions that are designed to increase interest. On the basis of the expectancy-value theory of achievement motivation, we investigated how reflecting on the utility value of mathematics affects interest. The current research was aimed at identifying effects and key characteristics of interest-fostering reflections. In a randomized controlled trial, N = 58 German preservice teachers were asked either to reflect on the utility value of mathematics or write a mathematical text. Interest was measured before and after the intervention. Unlike findings from prior studies, the path analysis did not reveal any effect of these reflections on interest. However, the quality of the reflections predicted future interest in addition to prior interest, indicating possible benefits of utility-value interventions. To better understand the underlying relation between reflections and interest, we performed an in-depth analysis of the quality of students’ reflections and presented characteristics of interest-fostering reflections.