Literaturnachweis - Detailanzeige
Autor/inn/en | Linder, Sandra M.; Smart, Julie B.; Cribbs, Jennifer |
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Titel | A Multi-Method Investigation of Mathematics Motivation for Elementary Age Students |
Quelle | In: School Science and Mathematics, 115 (2015) 8, S.392-403 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0036-6803 |
DOI | 10.1111/ssm.12146 |
Schlagwörter | Elementary School Students; Elementary School Mathematics; Student Motivation; Grade 2; Grade 3; Grade 4; Grade 5; Disadvantaged Youth; Mathematics Instruction; Self Efficacy; Mathematics Anxiety; Value Judgment; Student Surveys; Mixed Methods Research Elementare Mathematik; Schulmathematik; Schulische Motivation; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Benachteiligter Jugendlicher; Mathematics lessons; Mathematikunterricht; Self-efficacy; Selbstwirksamkeit; Werturteil; Schülerbefragung |
Abstract | This paper presents the results of a multi-method study examining elementary students with high self-reported levels of mathematics motivation. Second- through fifth-grade students at a Title One school in the southeastern United States completed the Elementary Mathematics Motivation Instrument (EMMI), which examines levels of mathematics motivation across three subscales: (a) Math Anxiety, (b) Self-Efficacy, and (c) Value of Math. Results from this quantitative phase were used to identify a sample for a qualitative phase examining how students who report high levels of motivation perceive mathematics. The resulting qualitative phase utilized a phenomenological design to explore mathematics motivation for a particular set of students in a fifth-grade setting. Findings indicate that elementary students with high mathematics motivation value mathematics as a present and future oriented discipline and value teachers that deemphasize testing as a measure of success. (As Provided). |
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Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |