In the Motivation in Mathematics (MoMa) project, we have developed a 90min lesson to foster students’ utility value in mathematics classrooms. Until now, we have tested this intervention in two large studies in ninth-grade mathematics classrooms in Germany. These two cluster-randomized field trials followed different steps towards implementation of these interventions in practice. The intervention material is continuously improved to make it as effective and as practically applicable as possible.
In a first efficacy trial (MoMa 1.0), which was conducted in the school year 2012/2013, it was tested how students’ utility value can best be fostered through interventions implemented in the classroom by researchers.
With a second effectiveness trial (MoMa 2.0), which is running in the current school year (2017/2018), we test the effectiveness of these interventions when delivered by university students or by the regular math teachers, both trained for this purpose. This is a crucial step to test how such interventions can be effectively implemented in the regular classroom setting.
In the future, we strive at further investigating the conditions under which utility value interventions work and the mechanisms on which intervention effects rely in both lab and classroom settings. We aim at developing intervention materials tailored to students’ motivation, investigating the processes underlying intervention effects using modern technology, and studying treatment fidelity in the classroom.