A Multi-Method Investigation of Mathematics Motivation for Elementary Age Students

Autor/inn/en	Linder, Sandra M.; Smart, Julie B.; Cribbs, Jennifer
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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