Developing Students’ Intrinsic Motivation to Write

Developing Students’ Intrinsic Motivation to Write

Today, the Common Core standards in the United States call for an increased emphasis on student writing in multiple subject areas. Some students may welcome more writing opportunities at school, while other students may dismiss writing as frustrating and burdensome. In their article, “The Bright and Dark Side of Writing Motivation: Effects of Explicit Instruction and Peer Assistance,” authors Fien de Smedt et al. explain that student motivation to write plays an important part in students’ actual writing performance. Previous studies have shown that students who have stronger beliefs in their own writing abilities and who are motivated to write actually have better writing performance (1). In contrast, students who have weaker beliefs in their own writing abilities and who are less motivated to write often display a dislike of writing in school (1). The question for De Smedt et al., then, is: How do we increase students’ motivation to write, and thus help them become more willing and better writers?

Emphasizing Concepts vs Procedures in Math: Student Achievement and Social Justice

Emphasizing Concepts vs. Procedures in Math: Student Achievement and Social Justice

Over the past few decades, teachers in the United States have faced increasing pressure to boost American students’ mathematics achievement. Comparisons with other countries have revealed that American students lag behind in math achievement, especially when compared to student performance in Japan and Singapore. Thus, American education leaders and policymakers have prioritized mathematics achievement in part to secure America as a globally competitive and innovative nation (Yu 82).

In their paper, “Teacher support, instructional practices, student motivation, and mathematics achievement in high school,” authors Rongrong Yu and Kusum Singh explain that for the past 20 years, mathematics educators and administrators have been engaged in “mathematics wars,” heated debates that have pitted those who favor procedural teaching against those who favor conceptual teaching (81).

Previous studies have shown that students in high-achieving countries like Japan and Singapore “spend more time on inventing, analyzing, and proving, with less time on routine procedures, but U.S. students spend almost all their time on routine procedures” (83).