Mathletics: Should Childhood Be a Race or a Journey? - The Motivational Implications of Maths as Competitive Sport
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Mathletics:
Should Childhood
Be a Race or a Journey?
The Motivational Implications of Maths as
Competitive Sport
Tieu-Tieu Le Phung (April, 2013), University of Sydney
The Motivational Implications of Maths as Competitive Sport 1 Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 2
Mathletics: Should Childhood Be a Race or a Journey?
The Motivational Implications of Maths as Competitive Sport
Evaluation Report of Mathletics as Learning Resource
Master of Learning Science & Technology
Tieu-Tieu Le Phung
University of Sydney
April 2013
Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 3
You can lead to a horse to water,
but you can’t make it drink.
Old English Proverb.
Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 4
Table of Contents
Abstract ...................................................................................................................................... 6
Keywords ................................................................................................................................... 6
Mathletics: Should Childhood Be a Race or a Journey?............................................................ 7
Rationale: The Motivational Orientations Fostered/ Impeded by Mathletics ........................ 7
Mathletics as Learning Resource: Purpose, Audience & Stakeholders ................................. 9
Questionnaire Survey of Mathletics: The Motivational Goals of Target Learner-Users..... 10
Results of Evaluation: Target Learner-Users’ Motivational Orientations for Mathletics ... 11
Table 1. Overview of Achievement Goals: Mastery, Performance-Approach and
Avoidance ........................................................................................................................ 12
Figure 1. Correlation between Pro-Competition (Y=Q6) and Liking Maths in Mathletics
(X=Q5) ............................................................................................................................. 13
Figure 2. Correlation between Pro-Competition (Y=Q6) and Liking Competing in Maths
(X=Q7)) ........................................................................................................................... 14
Figure 3. Correlation between Pro-Competition (Y=Q6) and Liking Competing in
Mathletics (X=Q8) ........................................................................................................... 14
Figure 4. Correlation between Pro-Competition (Y=Q6) and Motivational Orientations
(X=Q9) ............................................................................................................................. 16
Table 2. Correlation between Pro- Competition and View of Maths .............................. 17
Table 3. Correlation between Unfavourable View to Competition and View on Maths . 17
Reflection on Evaluation of Mathletics ............................................................................... 18
Reflection on Instrument of Evaluation ............................................................................... 21
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The Motivational Implications of Maths as Competitive Sport 5 References ................................................................................................................................ 23 Appendices ............................................................................................................................... 25 Appendix 1.1. Marketing Claims of Mathletics................................................................... 25 Appendix 1.2. Interface Overview of Student Centre (Australian Version Tested) ............ 26 Appendix 1.3. Interface Overview of Student & Teacher Centres (US Version)................ 27 Appendix 1.4. Customisation of Avatar in Mathletics ........................................................ 29 Appendix 1.5. Multimedia Activities & Resources in Mathletics ....................................... 29 Appendix 1.6. Scoreboards on Mathletics’ Landing Page ................................................... 31 Appendix 1.7. Printable Certificates Achievements Displayed in Bronze, Silvery & Gold 32 Appendix 1.8. Manual Adjustments for Easier & Harder Options in Mathletics ................ 34 Appendix 1.9. Official Presentations of Top Mathletes for 2012 ........................................ 35 Appendix 2.0. Email Report from Mathletics to Parents ..................................................... 36 Appendix 2.1. Survey Questions of Mathletics’ User-Learners .......................................... 37 Appendix 2.2. Survey Results: Female 01 ........................................................................... 41 Appendix 2.3. Survey Results: Female 02 ........................................................................... 42 Appendix 2.4. Survey Results: Female 03 ........................................................................... 43 Appendix 2.5. Survey Results: Male 01 .............................................................................. 44 Appendix 2.6. Survey Results: Male 02 .............................................................................. 45 Appendix 2.7. Overall Collated Results of Combined Surveys........................................... 46 Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 6
Abstract
As its name suggests, Mathletics has adopted the Olympics model as its central motivational
metaphor and modus operandi. Implicit to this model of learning is that competition
motivates children and teenagers to learn. But how inclusive is this model of competition as
learning? Does it undermine intervention measures to remediate students who are in fact
repulsed by competition? What is the correlation between those who like competition and
therefore find Mathletics appeal to their motivational styles? And conversely, how might
Mathletics deter or impede those who are not motivated by competition?
This pilot evaluation, based on a questionnaire survey involving children aged 6 – 12, targets
these young stake-holders of Mathletics. When compared to other stakeholders like teachers
and parents, they are arguably not the audience of Mathletics’ business executives. So these
learner-users’ motivational orientations are often neglected and overshadowed by Mathletics’
in-house funded evaluation studies/ marketing materials. Instead rather being than assumed,
the underlying achievement goals that facilitate or impede a learner-user’s experience of
Mathletics deserve to be closely examined from the learner’s own perspectives.
Keywords
Achievement Outcomes, Children, Goals, Learning, Maths, Mathletics, Mastery, Motivation,
Motivational Orientations, Performance-Approach, Performance-Avoidance.
Cover Image Source:
http://images.essentialkids.com.au/2013/06/18/4498714/stressedkidwide-620x349.jpg
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The Motivational Implications of Maths as Competitive Sport 7
Mathletics: Should Childhood Be a Race or a Journey?
Rationale: The Motivational Orientations Fostered/ Impeded by Mathletics
What motivate students, especially children, to learn maths? How does the nature of learning
activities and tasks impact on their willingness to learn?
Academic motivation has been classified broadly across a spectrum of polarities between
intrinsic and extrinsic factors (Vallerand, 1992). Aligned with intrinsic motivation are
mastery goals connected with learning and task. Being self-regulated, intrinsically driven
aims are often characterised by the learner’s drive to learn, improve, cultivate and master a
topic/ domain to the best of his/ her ability (Ames, 1992; Dweck, 1986; Maehr & Midgley,
1991). Extrinsic motivational factors are, on the other hand, aligned with performance goals
that are oriented towards external sources for gratification of ego and ability. Specifically,
performance goals can be each understood in terms of the learner’s approach and avoidance
tendencies ( Elliot & Harackiewicz, 1996; Elliot & Thrash, 2001; Pintrich, 2000a, 2000b).
When a learner does better than his/ her peers, or demonstrates his/ her ability to have a
higher grade ranking, the learner will find performance goals approachable. But due to either
disposition or negative experiences leading to fear of failure and performance anxiety, the
learner may avoid given learning tasks. Such negativity results in performance-avoidance
behaviours such as tasks evasion and preferences towards unchallenging/ relatively easier
tasks (Urdan, Maehr, & Pintrich, 1997).
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The Motivational Implications of Maths as Competitive Sport 8
Motivational and achievement outcomes for performance goals, particularly approach-based
ones, are still highly contentious. While mastery goals have usually correlated favourably
with effort, tenacity, proficiency beliefs, and positive regards towards learning at school
(Ames, 1992; Elliot, 1997; Urdan et al, 1997), performance goals reflect greater
inconsistency in conceptualisation and correlations. Harackiewicz, Barron, Pintrich, Elliot,
and Thrash (2002) have maintained that, for example, performance-approach goals produce
either positive or insignificant outcomes. However Kaplan and Middleton, in their article
titled “Should Childhood Be a Journey or a Race?” (2002), the inspirational source for this
evaluation’s title, have argued that the effects of pursuing performance-approach goals are
dependent on age, accomplishment history, perceived ability, and possibly also the learners’
cultural backgrounds. What has been established, nonetheless, is as children progress to
grades 3 to 9 (approximately aged 7 – 14), irrespective of age and ethnicity, intrinsic
motivations are often replaced by extrinsic factors (Harter, 1981; Lepper, Iyengar & Corpos,
2005). Though reasons for this development are not fully understood, it has led Lepper et al
(2005) to suggest the problem lies within broader socialisation processes that are detrimental
to children’s natural inquisitiveness:
Not only do children seem to be losing their enjoyment of the learning
process itself but the systems of extrinsic incentives and constraints…
do not effectively compensate for the declines in intrinsic motivation.
In our view, this is a real societal problem (Lepper et al, 2005, p. 193).
In the view of concerns regarding the loss of pleasure and motivation in learning, this paper
therefore proposes to evaluate whether the reward/ incentive structures underpinning the
web-based maths tutoring resource, Mathletics, facilitate or hinder students’ willingness to
learn maths. Specifically, can Mathletics’ performance driven incentive systems discourage
or even undermine learner-users not motivated by competition?
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The Motivational Implications of Maths as Competitive Sport 9
Mathletics as Learning Resource: Purpose, Audience & Stakeholders
Mathletics’ main purpose, http://www.mathletics.com.au/, is the provision of web-based
maths tutoring service to support school and home applications/ usage. Their target learner-
users are school kids aged 5 to 18 1. Teachers and parents, should one believe the findings of
extensive surveys as released by Mathletics’ holding company, 3P Learning [3PL] 2, are
overwhelmingly satisfied with the product and service. Whilst such outcomes are potentially
questionable in terms of their reliability and validity, it is beyond the scope of this evaluation,
not least also because the surveys themselves are not released publicly.
So assuming that teachers and parents are generally supportive users of Mathletics, there is
nonetheless one key stakeholder group who have yet to be surveyed. Namely the learner-
users who form the target group of this pilot survey. Understandably, 3PL has concentrated
on teachers and parents as they, being the Mathletics’ audience, hold the purchasing and
subscription power. Yet this audience of parents and teachers need to see through the
marketing hype (Appendix 1.1) and understand the implications of uncritically adopting
1
Depending where one reads, Mathletics is used by 3.5 (Tan, 2012) to 4 (Mathletics Global, 2013)
million students worldwide, making it possibly true to its claim as “the world’s no. 1 e-learning
resource for maths” (Mathletics Global, 2013).
2
In a survey of 1100 teachers, conducted in association with 3P Learning [3PL], 70.9% use
Mathletics for group activities, 68.6% for homework, 58.7% as whole class activity, and 41.3% as
teaching tool (3PL, n.d., p. 6). A staggering total of 96% apparently agreed that the resource is
effective in improving student learning outcomes (3PL, n.d., p.7). Similarly among 700 Victorian-
based parents, 3PL reports that 96% believe that Mathletics has improved their child’s understanding
of mathematical concepts with 86% reporting more engagement in maths at home (n.d., p. 9).
Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)The Motivational Implications of Maths as Competitive Sport 10
Mathletics wholesale in the classroom and home. At stake is a minority of students, who do
not thrive, but in fact are potentially undermined by the use of maths as competitive sport 3.
Questionnaire Survey of Mathletics: The Motivational Goals of Target Learner-Users
Given the lack of suitability of pre-existing instruments 4, a short questionnaire of 10
questions, 8 closed and 2 open-ended, has been devised to test motivational patterns
underpinning Mathletics. As a pilot evaluation quiz targeted for children, principally from
aged 6 to 12, it is necessarily short (Appendix 2.1). The questionnaire, via mostly 7-scale
Likert rating, is used to find basic correlations between mastery/ performance-based
motivations and the usage of Mathletics. Moreover, the questionnaire explores whether
positive regard for competition is correlated with positive regard for learning maths in
3
Like an Olympic event, but on an annual basis, 3PL runs the World Education Games with the most
recent one in 2012 being attended by 6.7 million children from 200 countries (Tan, 2012).
Competition among the individual learners, classes, schools and countries are deeply ingrained in
Mathletics’ online architecture:
“There are live scoreboards which rank each kid, school and country, with lots of
detail around areas of improvement so as well as being a great way to connect
people, it’s a great way for teachers and parents to get feedback,” Mr. Power [CEO
of 3P Learning]…“Some of the kids become superstars, they get minted gold
medals, they’re flown around the world and treated better than sportspeople of their
own age” (Tan, 2012).
4
Pre-existing instruments to gauge motivation and learning available are either too lengthy, hence
unsuitable for children (Pintrich, Smith, Gracia and McKeachie, 1993), or too general for online and
resource-specific application (Guay, Vallerand & Blanchard, 2000, p. 210; Harter, 1981, p. 306;
Lepper et al, 2005, p. 196).
Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)The Motivational Implications of Maths as Competitive Sport 11 competitive settings. Conversely, this survey explores whether those who dislike competition also dislike learning maths as competitive sport. Collection method involves reading out the survey over the phone by the same interviewer for all four respondents (Appendix 2.2, 2.3, 2.5, 2.6) to respond, with one respondent (Appendix 2.4) being sent an email to her parent’s email address. In terms of internal reliability, the questionnaire speaks for itself with simple directions and hence potential additional interpretations introduced by facilitating interviewer or parent has been minimised. It should also be noted that the version of Mathletics evaluated here is based on the Australian version (Appendix 1.2) accessible by home-based subscriptions which seems to lack in features available for US school-based subscriptions (Appendix 1.3). Results of Evaluation: Target Learner-Users’ Motivational Orientations for Mathletics Results collected are individual survey forms (Appendix 2.2 – 2.6), then are collated as a general summary (Appendix 2.7). The motivational orientations of the respondents are reflected principally in Q9. As the second last question, Q9, respondents were asked to select three possible reasons for why they “do Mathletics”. They also have a free choice for the last option to specify why they do Mathletics but none has taken up the option. Presented here are the specific results based on respondents’ selection of their underlying motivational objectives for using Mathletics. Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 12
Table 1. Overview of Achievement Goals: Mastery, Performance-Approach and Avoidance
5 Answered – 0 Skipped
HOF: Hall of Fame
In terms of indicators for motivational orientations, the results are spread across the spectrum
with greater emphasis on mastery goals being the key drivers of tasks completion for the
respondents. Namely this is vested in capacity to customise the avatars (Appendix 1.4) and
practice via looking at multimedia resources such as animation clips (Appendix 1.5).
However being on top of Hall of Fame [HOF] listings (Appendix 1.6), clearly a performance-
approach, is also another source of motivation which is equally matched with performance-
avoidance rationale, being told to do so [and hence would rather do something else]. Other
motivational indicators reflect the potential ambiguity between mastery and performance-
approach goals. Achievement incentives such as earning points to gain certificates (Appendix
1.7) are emblems of both self-mastery and extrinsic reflections of accomplishment.
So given the spread across different achievement goals, which kinds of motivational
orientations would be closely correlated with those who like competition in general [question
6 in Appendix 2.7]? Are those pro-competition likely to favour performance-approach goals
Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)The Motivational Implications of Maths as Competitive Sport 13 such as having their names on top of the HOF lists (Appendix 1.6)? And conversely for those who do not like competition? Are these user-learners likely to gravitate either to the Mastery goals and Performance-avoidance goals itemised in Table 1? So by cross-comparing those who liked competition in question 6 [Q6] as a constant for the Y-axis, what patterns of motivational profiles are we likely to see in other questions [represented by X-axis]? Four out of five respondents are found liking competition, ranging from a great deal to a moderate amount. Only one respondent, female 02 (Appendix 2.3), dislikes competition a great deal. In terms of the correlations between competition [Y-axis = Q6] and other aspects to maths, Mathletics, there are overwhelming correlations between positive feelings for liking maths in Mathletics, maths as competition, and competing in Mathletics (Figure 1-3). Figure 1. Correlation between Pro-Competition (Y=Q6) and Liking Maths in Mathletics (X=Q5) Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 14
Figure 2. Correlation between Pro-Competition (Y=Q6) and Liking Competing in Maths
(X=Q7))
4 Answered – 0 Skipped
Figure 3. Correlation between Pro-Competition (Y=Q6) and Liking Competing in Mathletics
(X=Q8)
Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)The Motivational Implications of Maths as Competitive Sport 15 These four respondents who like competition to varying degree, two females (Appendix 2.2 & 2.4) and two males (Appendix 2.5 & 2.6), aged from 6 to 12, like to compete in Maths, particular in Mathletics. Specifically in Figure 4, they are likely to motivated by being on top of the HOF lists [20%], strive to be best [20%], want to improve his/ her maths [20%], like the animation [20%] with also one respondent, the oldest of the group [i.e. male 01], reporting being told to do so [20%]. So those who like competition are likely to be motivated by a mixture of mastery goals [want to improve his maths and like the animation] and performance-approach goals [being on top of HOF lists and be the best]. Tellingly, the performance-avoidance orientation here may have to do with boredom with the perceived lame gaming aspects of Mathletics (Appendix 1.5) as this male learner-user has since graduated to more captivating games [based on private conversations]. Though a follow-up interview could be better implemented as formally part of the evaluation, it does reflect that performance –avoidance could result when the learning task is inappropriate to the learner’s level, be that too difficult [e.g., Female 02] or too easy [Male 01]. In fact, the need to maintain the exact balance of not too challenging or not too simple is something that all the respondents recognise (Appendix 2.7, Q10), highlighting the need for highly personalised learning pathways to maintain ongoing engagement. In Mathletics, this is only slightly addressed through a simple manual choice presented to the learner as easier or harder (Appendix 1.8). But in terms of dynamic customisation in learning paths, and keeping tracks of the formative progress, it seems there is still some way to go with Mathletics. Revealingly, the feature highlighted as source of motivation and personalisation is based on changing one’s avatar (Appendix 1.3 & 1.5). Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 16
Figure 4. Correlation between Pro-Competition (Y=Q6) and Motivational Orientations
(X=Q9)
4 Answered – 0 Skipped
Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)The Motivational Implications of Maths as Competitive Sport 17 So in particular, when given the space to articulate themselves with regards to maths, the four respondents, who like competition in varying degree, wrote: Table 2. Correlation between Pro- Competition and View of Maths For the single one respondent out of five, female 02 (Appendix 2.3), who dislikes competition a great deal, and hence also the same for maths in general, in competition and though only likes a little Maths in Mathletics, finds maths uninspiring and potentially intimidating. Table 3. Correlation between Unfavourable View to Competition and View on Maths Therefore between the polarities of performance-approach and performance-avoidance (Elliot et al, 1996; Elliot & Thrash, 2001; Pintrich, 2000a, 2000b) are possibly two classic examples in male 02 (Appendix 2.6) and female 02 (Appendix 2.3). The former, motivated by extrinsic Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 18
sources in terms of rankings in competition, is likely to find challenging maths problems
“interesting and fun” (Appendix 2.6). He may or not be also motivated by mastery goals,
possibly “to be the best” (Appendix 2.6), but what is clear is that maths is a source of
pleasurable challenge. In male 02, there is the typical ambivalence between mastery and
performance-approach orientations to motivation. On the other hand, with female 02
(Appendix 2.3), we have a classical performance-avoidance profile (Urdan et al, 1997) that
will do maths when it is not intimidating, but only “if it is really easy” (Appendix 2.3).
At this point, it is clear that Mathletics with its central approach of maths as competition will
principally appeal to children driven by performance-approach goals. The pre-eminence
positioning of scoreboards (Appendix 1.6) throughout the web-sites serves to reinforce a
motivational scheme based on extrinsic gratifications via ongoing streams of top performers
(Appendix 1.9).
Reflection on Evaluation of Mathletics
If we are to accept the popularity of competition as the key motivational incentive 5 of
Mathletics, what does this mean for key stakeholders, namely the learners, the teachers and
the parents-facilitators? Given the broad tentacles and footprints of Mathletics across the
5
In a separate poll among 11,736 teachers (Mathletics, 2013), “Live Mathletics”, the part where the
learner competes against other users in Mathletics worldwide in terms who is faster and has the most
correct answers from a battery of drill-based exercises, tops the list of teachers’ favourite parts [67%],
followed by student certificates [23%], video contents [6%], instant workbooks [6%] and IWB
Presentations [3%] whereby top performers receive medals, and notably for example in last year’s
event for Australia, medal winners seems to be all boys (Appendix 1.9 in Mathletics Australia, 2012).
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world, this should be cause for concerns for all these key groups of stakeholders. Implicit to
competition is not just about how you play the game [hence mastery goals], but there will be
always winners and losers. If maths is equated as competitive sport, it can be quite
advantageous for certain children who are oriented towards performance-approach goals
(Appendix 1.6 & 1.9).
It is worth noting that Mathletics only supply superficial structures to commensurate those
not motivated by its key proposition [i.e., maths as competitive sport]. In terms of feedback,
parents receive some basic summative assessments (Appendix 2.0). Even with these
analytics, assessments are merely based on the learner’s results in fixed drill based activities
(Appendix 1.2 & 1.5). So incentives based on the mastery of mathematic exercise drills are,
at most, shallow game-like structures. These superficial game structures are based no more
than an exchange system for changing one’s avatar (Appendix 1.4), gain certificates of merits
(Appendix 1.7), access to games and more colourful, media-rich approaches than text-based
books (Appendix 1.5). Learner-users may never really know how they have progressed
relative to their own performance over time with detailed dashboards that track such
formative assessments 6.
6
To what extent the US version allows for a dynamic dashboard seems to be limited (Appendix 1.3).
However, the US’ Mathletics version is even beyond the scope of this evaluation. Instead focused
here is the home-based subscription version of the Australian version which clearly does not provide
formative assessment tracking in a dashboard readily accessible to leaners and facilitators (Appendix
1. 2).
Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)The Motivational Implications of Maths as Competitive Sport 20 Admittedly the motivational orientation of “to be the best” (questionnaire Q9) could be ambivalently the best compared to oneself [mastery goal] or others [performance goal], indicating the need to phrased the question less ambiguously in the next round of evaluation. But nonetheless in the context of Mathletics, “best” could only mean compared to other as the learner cannot access any analytics regarding their own progression. Therefore as a remedial intervention tool for students, particularly those weak in maths and dislike competition, Mathletics can lead to learning devastation by compounding maths anxiety (Ashcraft, 2002; Krinzinger, Kaufmann & Willmes, 2009; Richardson & Suinn, 1972) with performance anxiety. Drill-based approach to learning maths can mean tedium for the students. Mathletics may have supplied some relief from all drills being text-based via its animations, colourful images and occasionally, simple games (Appendix 1.5). But beyond its multi-media activities and resources, there is an inescapable logic in its motivational structure which prioritises maths as competition. While some rewards are given for self-mastery (Appendix 1.4, 1.5 & 1.7), they are superficial and do not indicate to all stakeholders where a learner’s pathway starts and where it should go on basis of personalised learning. Once assigned a level, based mostly on age and school grade, content and motivational structures are essentially the same for all learners (Appendix 1.2). Teachers and parents, unaware of the potential impediment for learners motivated by performance-avoidance, may end up doing more harm to these groups of learners. A necessary question for teachers and parents using Mathletics must be: “Should Childhood Be a Journey or a Race?” (Kaplan & Middleton, 2002). Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 21 Reflection on Instrument of Evaluation As the instrument used for this evaluation, the 10 questions survey can be administered easily, especially via SurveyMonkey’s free offering, http://www.surveymonkey.com. Unlike the premium subscription version, SurveyMonkey restricts the number of questions to 10 per survey. Fortunately, as this survey is used for young children, it needs to be short. Though the Likert/ rating scale is necessarily limited by SurveyMonkey’s word-based format. More suited for the respondents’ age groups would be smiley to non-smiley faces, or thumbs up to thumbs down. Moreover, when investigating the precise nature of mastery/ performance-approach/ performance-avoidance goals, there are necessary subjective elements which may not be captured by surveys and Likert-type scale. Time and labour intensive qualitative research requiring substantial interviews and codings may be better suited as alternative data collection methods that can capture the potentially highly dynamic nature of motivational goals (Urban & Mestas, 2006). Extensive qualitative undertaking, however, is naturally beyond the scope of this evaluation. Instead, in Q9 and Q10 for this survey (Appendix 2.1), respondents are given free space to articulate their viewpoints. Q9 addresses the key motives for the respondents’ use of Mathletics with ample possibilities suggested explicitly and the last part, a free space provided to specify other reasons. Results-wise, none of the respondents took this option on- board. Four out of five respondents have selected three options and one (Male 01, Appendix 2.5) has selected only 2 options. This might have then given greater weighting in value for the other three respondents’ choices. But it is a necessary compromise as expecting respondents to choose all 3 options may artificially introduce a motivational goal irrelevant to them. Though in Q10, respondents, in order to complete the survey, are required to answer Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 22 entirely in their own words. By leaving this last part to the respondents own phrasing of their feelings towards maths, it has yielded interesting subjective profiles (Table 2 & 3). Finally also in terms of respondents sampled, they are all children who come from relatively privileged backgrounds with highly educated parents and hence not randomly selected. So issues of validity and reliability regarding numbers and types of respondents may arise given the size of this evaluation. Nonetheless, irrespective of their relative privilege, the survey still reflects a reasonable cross-section in terms of motivational orientations. Overall, given the limited scope of this evaluation, questionnaire surveys are useful instruments for collecting information quickly, anonymously and in an un-threatening way. They also yield large amount of data that can be readily compared and analysed. Tieu-Tieu Le Phung (April, 2013) University of Sydney, Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
The Motivational Implications of Maths as Competitive Sport 23
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Appendices
Appendix 1.1. Marketing Claims of Mathletics
According to the 3PL’s White Paper (n.d., p. 3):
Mathletics is a customisable e-learning resource that improves
numeracy outcomes by complementing and extending classroom
practice. The success of the program can be attributed to striking the
right balance between its intuitive, user-friendly interface and the
cognitive ‘stretch’ required by students to move through achievement
levels.
Collated from Mathletics (2013), Mathletics Australia (2013), and Mathletics Global (2013)
Breadth, Media Rich, 1. Mathletics encompasses all areas of mathematics;
24/ 7 Access & Cost
2. It consists of over 750 different learning activities for students aged
Effectiveness from 5 to 18;
3. Step by step animated support is like having a teacher there to help
out 24 hours a day;
4. Used by over 3,000 schools around the world; and
5. Costs less than $2 per week.
Motivation & 1. Students love using it, no more chasing kids to do their maths;
Personalisation
2. It responds to children's individual strengths and weaknesses;
3. Instant feedback lets students know if they are on the right track
allowing them to improve at their own pace; and
4. The ability to challenge other students in real-time in games of speed
and skill help keep students coming back.
Instant Assessment 1. Phenomenal improvement rates;
& Learning Efficacy
2. Over 6 billion answered have been correctly answered by Students;
3. Over 200,000 students have more than doubled their scores using
Mathletics; and
4. Weekly reports showing a child's activity and progress can be
emailed to parents.The Motivational Implications of Maths as Competitive Sport 26 Appendix 1.2. Interface Overview of Student Centre (Australian Version Tested) Sourced from http://www.mathletics.com.au/ Australian version tested for this evaluation, seemingly lacking in the monitor progress and goals setting features. Like the US version (Appendix 1.3), however, the space allowed for motivation and personalisation is focused principally on the avatar.
The Motivational Implications of Maths as Competitive Sport 27 Appendix 1.3. Interface Overview of Student & Teacher Centres (US Version) US version – not tested in this evaluation, used here for referencing only. Sourced from http://ewg.k12.ri.us/Math_Web/MATHLETICS%20RESOURCES/Teacher%20and%20Student%20Cen ter%20Overview-1.pdf
The Motivational Implications of Maths as Competitive Sport 28 Teacher’s version not tested in this evaluation due to lack of access, used here for referencing only. Sourced from http://ewg.k12.ri.us/Math_Web/MATHLETICS%20RESOURCES/Teacher%20and%20Student%20Center%20 Overview-1.pdf
The Motivational Implications of Maths as Competitive Sport 29 Appendix 1.4. Customisation of Avatar in Mathletics Sourced from http://www.mathletics.com.au/ Appendix 1.5. Multimedia Activities & Resources in Mathletics Cartoon Clips Sourced from http://www.mathletics.com.au/
The Motivational Implications of Maths as Competitive Sport 30 Colourful Pictures Sourced from http://www.mathletics.com.au/ Simple games to be unlocked through points gained from doing activities. Sourced from http://www.mathletics.com.au/
The Motivational Implications of Maths as Competitive Sport 31 Appendix 1.6. Scoreboards on Mathletics’ Landing Page Sourced from homepage of http://www.mathletics.com.au/
The Motivational Implications of Maths as Competitive Sport 32 Appendix 1.7. Printable Certificates Achievements Displayed in Bronze, Silvery & Gold Sourced from http://www.mathletics.com.au/ Sourced from http://www.mathletics.com.au/
The Motivational Implications of Maths as Competitive Sport 33 Sourced from http://www.mathletics.com.au/ Sourced from http://www.mathletics.com.au/
The Motivational Implications of Maths as Competitive Sport 34 Appendix 1.8. Manual Adjustments for Easier & Harder Options in Mathletics Sourced from http://www.mathletics.com.au/ Sourced from http://www.mathletics.com.au/
The Motivational Implications of Maths as Competitive Sport 35 Appendix 1.9. Official Presentations of Top Mathletes for 2012 Sourced from http://blog.mathletics.com/index.php/2012/10/31/commonwealth-bank-australian-maths- challenge-2012-official-awards-presentation/
The Motivational Implications of Maths as Competitive Sport 36 Appendix 2.0. Email Report from Mathletics to Parents
The Motivational Implications of Maths as Competitive Sport 37
Appendix 2.1. Survey Questions of Mathletics’ User-Learners
*1. Are you male or female? (Rule: Tick One Only)
Male
Female
*2. What grade are you in? (Rule: Tick One Only)
Kindergarten
1st Grade
2nd Grade
3rd Grade
4th Grade
5th Grade
6th Grade
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12
*3. What is your age? (Rule: Tick One Only)
5 years of age
6 years of age
7 years of ageThe Motivational Implications of Maths as Competitive Sport 38 8 years of age 9 years of age 10 years of age 11 years of age 12 years of age 13 years of age 14 years of age 15 years of age 16 years of age 17 years of age 18 years of age 19 years of age 20 years of age *4. Do you like to do Maths at school? (Rule: Tick One Only) Like a great deal Like a moderate amount Like a little Neither like nor dislike Dislike a little Dislike a moderate amount Dislike a great deal *5. Do you like Maths in Mathletics? (Rule: Tick One Only) Like a great deal Like a moderate amount
The Motivational Implications of Maths as Competitive Sport 39 Like a little Neither like nor dislike Dislike a little Dislike a moderate amount Dislike a great deal *6. Do you like to compete in general? (Rule: Tick One Only) Like a great deal Like a moderate amount Like a little Neither like nor dislike Dislike a little Dislike a moderate amount Dislike a great deal *7. Do you like to compete in Maths? (Rule: Tick One Only) Like a great deal Like a moderate amount Like a little Neither like nor dislike Dislike a little Dislike a moderate amount Dislike a great deal *8. Do you like to compete in Mathletics? (Rule: Tick One Only) Like a great deal
The Motivational Implications of Maths as Competitive Sport 40 Like a moderate amount Like a little Neither like nor dislike Dislike a little Dislike a moderate amount Dislike a great deal *9. You "do" Mathletics because... (Instruction: Tick up to 3 Choices) you like to see your name on the top Hall of Fame lists. you like to see your class on the top Hall of Fame lists. you like to see your school on the top Hall of Fame lists. you want to be the Mathlete of the week. you strive to be the best. you want to improve your maths. you are told to do so. you like the games. you like the animations. you like the colourful pictures. you think it's a fun way to learn maths. you like to gain points so as to change your avatar's appearance. you like to gain points so as to visit the Bronze Cafe/ Silver Balcony/ Gold Computer. you like to gain points so as to earn the Certificates. you like to gain points so as to unlock and play the games. Other (please specify) ___________________________________________________ *10. How do you find Maths? Maths is... (Rule: Must complete to finish)
The Motivational Implications of Maths as Competitive Sport 41 Appendix 2.2. Survey Results: Female 01
The Motivational Implications of Maths as Competitive Sport 42 Appendix 2.3. Survey Results: Female 02
The Motivational Implications of Maths as Competitive Sport 43 Appendix 2.4. Survey Results: Female 03
The Motivational Implications of Maths as Competitive Sport 44 Appendix 2.5. Survey Results: Male 01
The Motivational Implications of Maths as Competitive Sport 45 Appendix 2.6. Survey Results: Male 02
The Motivational Implications of Maths as Competitive Sport 46 Appendix 2.7. Overall Collated Results of Combined Surveys
The Motivational Implications of Maths as Competitive Sport 47
The Motivational Implications of Maths as Competitive Sport 48
The Motivational Implications of Maths as Competitive Sport 49
The Motivational Implications of Maths as Competitive Sport 50
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