In the present study we examined the effects of choosing the exams’ level on 9th grade students concerning their attitude towards mathematics. During the second semester of the 9th grade, students were provided with the autonomy to choose between two exam levels: regular and extended, and were asked to justify their choice. This process was repeated three times. The students’ justifications were classified into the following categories: goals, self perception of mathematical ability, performance experience, motivation and external factors. The students were divided into two groups: the students who did not change versions along the three exams and the students who did. Each student group has a different focus of the provided justifications. The class atmosphere was completely changed in the research class—expressions of frustration and dissatisfaction disappeared.
|Keywords:||Self-regulation, Self-efficacy, Mathematical Competence, Autonomy|
Lecturer, Mathematics Education, The Academic College of Education-Oranim, Tel-Aviv, Israel
Lecturer, Management Information Systems, The Academic College of Emek Yezreel, Afula, Israel
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