Relating Aspects of Motivation to Facets of Mathematical Competence Varying in Cognitive Demand

In the past, math assessments often focused on performing calculations. Now, the Common Core State Standards for Mathematics (CCSS-M) include more cognitively demanding tasks such as critiquing the mathematical work of others. In this study of 479 primarily Latino middle school students in pre-algebra, SCOPE's Melissa Gilbert found that mastery-approach achievement goals were related to demonstrating understanding by providing a written critique of a peer’s work. Implications of these findings for preparing students to be successful mathematical learners, especially in the many states implementing the CCSS-M, are discussed.

Melissa Gilbert is a Project Coordinator and Research Associate at the Stanford Center for Opportunity Policy in Education (SCOPE). She is currently the Project Coordinator for the Instructional Learning Corps.

Melissa started at Wellesley College as a chemistry major. When she discovered the aversion that many female students had to math and science, she changed her major to women’s studies to deepen her understanding of gender myths and the stereotyping associated with women and math. Before joining SCOPE, she became a credentialed math teacher with a commitment to improving the participation of young women and other underrepresented groups in math- and science-related careers.