Abstract
In recent years the interest in learning mathematics decreased as students do not consider mathematics important for their future and they do not perceive its value. The study reveals the relationship between mathematics and the students as an IKEA effect, that is, when the students go through the process of creating an object and investing thought and time in it, they will perceive it as worthy, as having significant value, and they will desire it more than a ready-made object. To achieve this perception of valuable mathematics students got complex tasks (project), based on questions from the mathematics study material combined with each student's fields of interest. The aim of the research is to test if these projects contribute to a positive attitude towards learning mathematics. A one-group pretest-posttest research design was used. In the research 25 students were involved. During creating the projects, formative technological environments were created through design and handiwork, learning in groups, discourse, and meaningful feedback. The results show that the students developed positive perceptions of mathematics. While creating the original projects the students showed motivation and responsibility for their learning and developed a sense of confidence/competence and design thinking that led to creativity and innovation.
Subject
General Agricultural and Biological Sciences
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