兰德-学生对数学失去兴趣-美国青年小组的调查结果（英）-2025.6_16页_592kb

Key Findings & Summary

Background

• Math and reading levels in the U.S. have not fully recovered since the COVID-19 pandemic, with 8th-grade math scores dropping by 8 points in 2024 compared to 2019. Chronic absenteeism further complicates recovery.
• Student engagement in math is a key factor in post-pandemic learning loss.

Main Findings

1. Student Interest in Math

   • About 49% of middle and high school students reported losing interest in math about half or more of the time, and 75% did so for at least some class time.
   • Students most likely to maintain interest are those who:
     • Comprehend math well,
     • Feel supported and confident in their math abilities,
     • Enjoy math, believe in its importance, and see themselves as "math persons."

2. Disengagement Causes

   • Students prone to disengagement want fewer online activities and more real-world applications in math classes.
   • Frequent disengagement is common early and does not reverse significantly later in education; nearly one-third of students have never identified as a "math person." Those who do typically do so by middle school.

3. Suggested Interventions

   • Teach relevant math content: Connect math to real-world problems and career paths to address boredom.
   • Use blended learning: Combine face-to-face instruction with online tools thoughtfully (avoid over-reliance on isolated online tasks).
   • Provide timely support: Use adaptive tools to ensure "just right" challenge levels, avoiding tasks too easy or hard.
   • Boost student choice and autonomy: Allow students to engage with math in varied ways, fostering personal connection and control.
   • Model enthusiasm: Teachers who enjoy math help transmit its value to students.

Limitations

• The data are cross-sectional and based on a panel still under recruitment (N=434).
• Does not reveal causation between attitudes and disengagement.
• Rarely collected all factors influencing math disengagement (e.g., curricula, grading approaches).

Conclusions & Recommendations

• Renewed policy focus on student engagement in math is essential.
• Interventions should focus on context, relevance, and student psychology to sustain interest and address disengagement, which hinders learning.
• Further research is needed to track trends annually and incorporate additional factors.