Success factors for a national problem-driven program aimed at enhancing affective performance in mathematics learning

Ting Ying Wang, Fou-Lai Lin*, Kai-Lin Yang

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

2 Citations (Scopus)

Abstract

Students’ negative affective performance in mathematics learning is a global problem, and the situation is especially challenging in high-achieving East Asian countries. Taiwan’s Just Do Math (JDM) program was launched to resolve this problem and to serve as an example of successful scaling up with regard to implementation of innovation. We developed a framework consisting of a synthesis of the literature on essentials for successful implementation and for scaling up, and applied this framework for the purpose of identification of the factors contributing to the success of the JDM program. The identified factors include the following: the development of low-complexity sources for teachers’ use and the low degree of adaptation required to sustain fidelity; the consideration of characteristics of adopters to promote innovation outside schools; construction of communication channels to ensure the dissemination of the core ideas of JDM; the feedback mechanism through which participating teachers can acknowledge the relative advantages of innovation as realized in the program; the consideration of the influence of historical, social, political, and economic factors on program implementation; and the efforts to ensure teachers’ in-depth learning, acknowledgment of the promoted principles, and the sustainability of implementation through implementation of JDM activities in regular mathematics classes.

Original languageEnglish
Pages (from-to)1121-1136
Number of pages16
JournalZDM - Mathematics Education
Volume53
Issue number5
DOIs
Publication statusPublished - 2021 Oct

Keywords

  • Affective performance in mathematics learning
  • Implementation
  • Just Do Math
  • Mathematics grounding activity
  • Scaling up

ASJC Scopus subject areas

  • Mathematics(all)
  • Education

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