Latine Students’ Motivational and Emotional Experiences Related to Their Introductory Statistics Course: Differences by Institution Type Necessitate Tailored Interventions

The present study developed a representation-mapping intervention designed to help students interpret, coordinate, and eventually translate across multiple representations. We integrated the intervention into an online textbook being used in a college course, allowing us to study its impact in a real course over an extended period of time. The findings of this study support the efficacy of the representation-mapping intervention for facilitating learning and shed light on how to implement and refine such interventions in authentic learning contexts.