The effects of reform-based mathematics classroom activities on situational interest and affect in a grade 10 applied mathematics class in Ontario

The effects of reform-based mathematics instruction on a grade ten applied mathematics class are investigated. A unit on proportional reasoning was designed and delivered using a series of reform-based instructional activities. These activities were intended to raise the level of situational interest in students and result in positive mathematics-related affect. The research questions were to identify the effects of the reform-based activities on students' levels of situational interest and mathematics-related affect, and then to identify whether these were related to student achievement. Qualitative and quantitative data were collected using questionnaires, field notes, and student work. The reform-based activities were found to increase students' levels of situational interest and positive mathematics-related affect.