Mathematics teaching with the arcs motivation teaching design model in the context of vygotsky's cognitive theory

The aim of this research is to examine the effects of a micro-teaching design, developed in accordance with the ARCS Motivational Instructional Design for the topics of Ratio-Proportion and Percentages, on students' mathematical resilience skills, mathematical motivation, and mathematical achievement. Additionally, it aims to investigate the relationship between mathematical resilience skills, mathematical motivation, and mathematical achievement, as well as to determine students' opinions on micro-teaching. The study adopts mixed-methods research design. The study group consists of 31 seventh-grade students from a middle school in Balıkesir Central District during the 2023-2024 academic year. A four-factor Mathematical Resilience Scale was developed for data collection in the study. The Cronbach's Alpha reliability coefficient of the developed Mathematical Resilience Scale is 0.733. Other data collection tools used in the study include the Mathematics Motivation Scale, Prerequisite Knowledge Test, Achievement Tests, and Interview Form. The quantitative data obtained from the scales were analyzed using SPSS 25. The qualitative data obtained from the interview form were analyzed using the thematic analysis approach, in which the data were coded, and main themes were generated.