There are a few commonly acknowledged issues surrounding motivation, level of understanding and knowledge application when teaching and learning mathematics. As students reach middle school, interest and motivation in mathematics drastically declines and working with unmotivated students becomes the largest challenge during these years (Chao, Chen, Star & Dede, 2016). Students are gaining knowledge at surface levels to jump through assessment hoops, leaving them unsure of why they are learning math concepts or how to apply the concepts in their lives.  It is inarguably important to develop component skills, especially in the context of meaningful problem posing and solving activities (Cognition and Technology Group at Vanderbilt,1992a). The culmination of these issues results in students who are unmotivated, uninterested, and lack thinking and problem-solving skills.  I have first hand experience with students who have factual mathematical knowledge but are not able to use it towards solving word problems either because they don’t know how to, or they become super anxious.  Typically, learners do not know how to apply their learned knowledge to find solutions.

In these situations, the role of the teacher is best enhanced with strong pedagogical content knowledge (PCK) because the teacher “interprets the subject matter, finds multiple ways to represent it, and adapts and tailors the instructional materials to alternative conceptions and students’ prior knowledge” (Koehler, Mishra & Cain, 2013, pp. 15).  PCK can help the educator find effective teaching strategies such as anchored instruction for learning math concepts.  Grounded on theories of constructivism, situated learning, and cooperative learning, anchored instruction (AI) provides opportunities for learners to use generative learning in real-life inquiry scenarios. Park and Park (2011), solidify that using problem-based learning in schools creates an avenue for student to experience real-life problems.  The latest literature that I have read reports increased positive feeling towards using AI to learn. Specifically, AI instruction created a motivating environment to learn in for all abilities of students, problem solving and thinking skills increased and the group interaction supported generative learning as they worked together to create problem structure (Shyu, 2000).

The Jasper materials are designed in such a way that they can meet requirements of the above-mentioned grounding theories of AI.  They have real world contexts that support complex, open-ended problem solving, communication, and reasoning; more connections from mathematics to other subjects and to the world outside the classroom (Cognition and Technology Group at Vanderbilt,1992a).  The key issues of motivation and interest are targeted by the seven design features specific to AI.

For the purpose of mathematical instruction, contemporary videos do not address issues raised in this post when stacked against the Jasper series videos. Contemporary videos might use current technology that offer other affordances, however, they all are based on direct teacher led instruction of mathematical concepts.  They are created for brushing up skills, supplementing teacher instruction, cramming for tests, or supporting weaker students.

References

Chao, T., Chen, J., Star, J., & Dede, C. (2016). Using Digital Resources for Motivation and Engagement in Learning Mathematics: Reflections from Teachers and Students. Digital Experiences In Mathematics Education, 2(3), 253-277. doi: 10.1007/s40751-016-0024-6

Koehler, M., Mishra, P., & Cain, W. (2013). What is Technological Pedagogical Content Knowledge (TPACK)?. Journal Of Education, 193(3), 13-19. doi: 10.1177/002205741319300303

Park, K., & Park, S. (2011). Development of professional engineers’ authentic contexts in blended learning environments. British Journal Of Educational Technology, 43(1), E14-E18. doi: 10.1111/j.1467-8535.2011.01244.x

Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80. doi: 10.1007/bf02296707