With respect to math learning, students in all three inductions had modest improvements in their scores on the math learning measure. No gains were found in self-efficacy for implicit theory of ability, a lower incremental view of ability was found we found modest declines in value beliefs. Results indicate that the effect of each technology activity on students’ motivation was quite modest. We investigated the relationship between specific technology-based activities that embody various motivational constructs and students’ engagement in mathematics and perceived competence in pursuing STEM careers. 16,789 5th to 8th grade students and their teachers in one large school district were randomly assigned to three different technology-based activities, each representing a different framework for motivation and engagement and all designed around an exemplary lesson related to algebraic reasoning. Here we evaluate the impact of three brief technology-based activities on students’ short-term motivation in math. Yet evidence regarding the motivational effectiveness of this approach is mixed. One way in which researchers have sought to spark students’ interests and build their sense of competence in mathematics and in STEM more generally is through the use of technology. During the middle school years, students frequently show significant declines in motivation toward school in general and mathematics in particular.
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