The Relationship between an Affective instructional Design, Children's Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children

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.

Name dc:type.qualificationname

Master of Social Science

Level dc:type.qualificationlevel

Master's Thesis

Grantor dc:publisher.institution

East Tennessee State University

Year dc:date.issued

2015

Author dc:creator

• White, Wendee

Advisor dc:contributor.advisor

• Malkus, Amy

• Affect
• Teaching and learning
• Emotions

Language dc:language

eng

Identifier

oai:discovery.dundee.ac.uk:studenttheses/15aa83e7-3219-4a72-8e7a-d63d22e73f8a

OAI identifier oai:identifier

oai:discovery.dundee.ac.uk:studenttheses/15aa83e7-3219-4a72-8e7a-d63d22e73f8a