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Intrinsic motivation does happen when students know why they are learning a specific concept and are given some choice over how they go about solving problems. Scaffolding should be given at such a level that the student feels challenged but so that they have not struggled for the entire lesson.

Attitudes toward Maths are sometimes difficult to change but we can ensure that we model a positive attitude and that we praise effort instead of just accuracy.

Misconceptions must always be addressed straight away and explored with the student. This is to ensure there are no problems encountered in the future or across other aspects of Maths.

Modelling and the use of worked examples are an extremely effective way to teach a student. If a child has seen high quality modelling, when they are completing their work independently, they will be able to compare the problems and consider their own strategies.

The aim of using manipulatives and representations is to increase independence and understanding in Maths - they should not be used in a way that a student relies on them so that they are not able to solve the problem without them.

A representation is a way of arranging complex mathematical ideas visually so that students are able to understand the concept behind what they are doing. Bar models and number lines are used regularly in UK schools to support this.

Feedback is most effective when it is specific and relates to what the child is doing now compared to what they were doing before. When asking children to correct answers, it is best to give them the chance to discuss the strategies they might use instead of just pointing out errors.

Generally, the 3 stages that are thought to be involved are:

Planning - preparing existing knowledge and considering similar questions and experiences

Monitoring - considering the effectiveness of current strategies and changing or continuing as necessary

Evaluation - reflecting on the approach used and if it was the most effective

Metacognition is the process of thinking about learning and encouraging constant monitoring and reflection on if chosen strategies are effective.

Many students do unfortunately hold negative attitudes towards Maths and often think people are either good or bad at the subject.

Metacognition is not necessarily easy to implement as it requires a change in learning habits which can be very challenging to do. This is why metacognitive skills needs to be practised regularly.

Although stickers and points are useful in motivating students in the short term, motivating students intrinsically (where the student is motivated by their own desires) will have the biggest long term impact.

Metacognition is the concept of encouraging pupils to think about their learning by planning, evaluating and monitoring it on a continuous basis.

Praising and rewarding students is an effective method for motivating them to engage with their work. However, we often rely on 'extrinsic' rewards, such as stickers or points, when it is becoming clearer through research that the most progress is made when students are 'intrinsically' motivated.

This refers to students engaging in their learning without any obvious external reward. This can be, again, quite challenging to develop in Maths. Intrinsic motivation is most likely to take place when a student has autonomy over their learning and understands the purpose for it.

Positive Attitudes:- :)
Building students' positive attitudes in Maths can be challenging. Unfortunately, many students have developed negative feelings towards Maths and beliefs about their own abilities in the subject. This can impact their willingness to persevere and impedes progress.

The cause of these attitudes is likely to be the 'right or wrong' nature of Maths which leads to students feeling like people are either good or bad at the subject. It can be very difficult to change these views but there are few things that we can do to:

1) ensure we are showing a positive attitude to the lesson and model enthusiasm
2) take care to praise their efforts and attitudes and not only answers which are correct as this will validate the student's belief that Maths is only about getting the right answer.
3) scaffold learning as effectively as possible to ensure students experience success as this will, in turn, lead to motivation, especially when the problem has challenged them.

Hello everyone, after a long time I am posting something on my page.
This is to bring into note that DTH is starting with offline maths classes along with online classes from November. I have prepared my own contents in PPTs and word files along with lectures on individual maths topics.
In order to attend any Maths class till class 10,please contact me at 8981461266.

Debarati's Tutorial House An experienced teacher offering one to one, group tuition in Mathematics.