On motivational aspects of instructor-learner Interactions in extra-curriculum activities

Abstract

In extra-curriculum activities, the nature of the instructor-learner relationship differs from that in class. This constellation, if accompanied by a smaller gap between the mathematical skills of tutor and learner, has an impact on motivational aspects and on the choice of contents in these activities: The use of problem questions of competition type often plays a dominant role as a means to include many individuals in these activities. A survey is presented which indicates two risks of that approach: On the long term, it seems to have a negative effect on the motivation to work on open or more complex problems. Furthermore, it tends to discourage those with individual reference norm and motivation to participate that is intrinsic and directed on the mathematical content. SOCIAL FEATURES OF EXTRA-CURRICULUM ACTIVITIES IN MATHEMATICS Extra-curriculum activities give all members of the party the opportunity to break out of every day school life and to leave curricula, classmates, marks, time pressure, etc. behind. Here, an extra-curriculum activity is meant to fulfil the following criteria: The learners take part voluntarily without any immediate rewards such as winning awards or achieving high grades; the activity is of mathematical character or related to mathematics, e.g. as an application; finally, it is assumed that students of different classes join the group because of some interest in this mathematical offer. In particular, we do not focus on courses intensifying regular teaching and private tutoring. It should be mentioned that activities like these are found at schools where committed teachers offer regular workshops in mathematics – often as a hobby without any extra-salary. Some universities advertise for studies in mathematics with offers like these. Also, one comes across such courses in societies organizing mathematical competitions.