PROBLEMS WITH AND WITHOUT CONNECTION TO REALITY AND STUDENTS' TASK-SPECIFIC INTEREST
In this study 192 ninth and tenth graders from 8 German classes were asked about their interest concerning tasks with and without connection to reality. The students were randomly assigned to two experimental groups. The first group was asked about their task-specific interest after and the second group before task processing. The study aimed to answer the following questions: (1) Does students’ task-specific interest differ according to the type of problem (intra-mathematical, “dressed up” word problems and modelling problems)? (2) Does task processing influence students’ task-specific interest? The analysis showed that there are differences in students’ interest regarding tasks with and without connection to reality and that task-specific interest across all types of problems decreases after task processing.
PART I: ASPECTS OF TIME AND REPRESENTATION PART II: MEMORY AND PERCEPTION PART III: ART AND FICTION