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Identifier	Thesis 2084
Author	Copeland, Julie C., 1982-
Title	Motivation needed? : a meta-study on motivational definitions, research and implications for upper elementary and middle school teachers of mathematics
Publisher	Central Connecticut State University
Date	2010
Resource Type	Master's Thesis
Notes	Urban schools in particular need to motivate students to gain higher levels of mathematics achievement and acquisition. The National Council of Teachers of Mathematics (NCTM) deemed this problem significant enough to place a motivational domain to learning to value mathematics and becoming confident and assured of one’s own abilities as two of its primary goals in order to revamp the nature of mathematics taught in our schools (NCTM, 1989, as cited in Middleton & Spanias, 1999). That is why understanding, harvesting, and nurturing students’ interest, motivation, and self confidence towards mathematics is an important topic to explore and expand. This study has two parts. The first is research on research or a meta-study to answer the following inquiries: Can motivation impact students learning of mathematics? Do students and teachers view motivation in the same way? Are there proven successful strategies that can help teachers make learning mathematics assessable to all learners? The second part looks to answer the following question in a qualitative way by the use of a single teacher and student version of a survey (see appendix A): What is the current motivational view and goal orientation of third, fourth , and fifth grade mathematics students in my school? If there is an overall negative feel towards mathematics, then a possible conclusion is that this is one factor contributing to school-wide CMT mathematics failure. Is there a decline in motivation for mathematics from third grade to fifth grade moving towards the middle grades as some research suggests in regards to this one specific urban school? Two anonymous student surveys were administered to third, fourth, and fifth grade students on a voluntary basis. A teacher survey was administered as well across the mentioned grade levels. Some questions on the student survey were multiple-choice, while others were open-ended. From the questions asked, percentages were obtained. A conclusion drawn from the results were that at this particular school there seems to be some implication of a decline in mathematical motivation and perceived mathematical ability from third to fifth grade. The study was not designed to show if this decline would be considered statistically significant or not. The percentage of third grade students who believe in their mathematical ability was about 64%, while this percentage drops to about 48% of fifth grade students; despite third grade students putting a larger emphasis on grades as indicating their overall mathematics ability. Additionally, teachers tended to link motivation with student ability.
Subject	Motivation in education Mathematics -- Study and teaching (Elementary)
Department	Department of Mathematical Sciences
Advisor	Halloran, Philip P
Type	Text
Digital Format	application/pdf
Language	eng
OCLC number	694183986
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