Degree Name
MA (Master of Arts)
Program
Early Childhood Education
Date of Award
8-2015
Committee Chair or Co-Chairs
Amy J. Malkus
Committee Members
Ryan Nivens, Pam Evanshen, Jane Broderick
Abstract
This study explores the relationship between an Affective Instructional Design (AID), children’s attitudes toward math, and math learning. Participants included 15 kindergarten children at a university K-12 laboratory school located in East Tennessee. This quasi-experimental study employed a pretest-intervention (AID)-posttest design. Data, including pretest/posttest attitude surveys, and baseline and intervention non-participant video observations of math learning and math attitudes, during 13 math lessons were coded and analyzed. As hypothesized, a significant positive correlation (r = 0.936, p = 0.000) was found between attitude and math learning. Additionally significant differences were found between the baseline (pre-intervention) mean score and the final intervention lesson for both math attitude, t(14) = -12.39, p = 0.008, and math learning, t(14) = -8.40, p = 0.002.These findings suggest AID could be one route to supporting educators in establishing quality learning environments that promote positive attitudes and meaningful learning in mathematics.
Document Type
Thesis - unrestricted
Recommended Citation
White, Wendee B. Mrs, "The Relationship Between an Affective Instructional Design, Children’s Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children" (2015). Electronic Theses and Dissertations. Paper 2554. https://dc.etsu.edu/etd/2554
Copyright
Copyright by the authors.
Included in
Elementary Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons, Science and Mathematics Education Commons