NotesFAQContact Us
Search Tips
ERIC Number: ED339610
Record Type: RIE
Publication Date: 1991
Pages: 29
Abstractor: N/A
Reference Count: 0
Children and Mathematics: Enjoyment, Motivation, and "SQUARE ONE TV."
Bennett, Dorothy T.; And Others
Mathematics educators have recognized that although basically a cognitive and intellectual enterprise, learning mathematics is related to children's attitudes toward the subject. Proponents of mathematics reform have emphasized that children need to develop more positive attitudes toward mathematics. A pretest/posttest experimental design study examined the effects of SQUARE ONE TV (SQ1TV), a television series about mathematics aimed at 8- to 12-year-old children, on the problem-solving behavior and attitudes toward mathematics of 240 fifth graders from four public schools in Corpus Christi, Texas. Performance and attitude data were collected from a subgroup of 24 students exposed to 30 SQ1TV programs and from 24 students in a control group having no SQ1TV contact. Reported here are results involving two dimensions of this study, children's motivation to engage with mathematics and their enjoyment of the subject. The implications of the research included the following: (1) motivation and enjoyment were closely related and based largely on arithmetic achievement; (2) children's enjoyment of problem solving focused on the intrinsic aspects of thinking hard and figuring out, rather than on performance concerns; and (3) pretest-posttest change suggest that SQ1TV had a positive impact on children's motivation toward and enjoyment of mathematics. (MDH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: Children's Television Workshop, New York, NY.
Identifiers: Square One TV
Note: Paper presented at the Biennial Meeting of the Society for Research in Child Development (Seattle, WA, April 18-20, 1991). For a set of five volumes of research on this topic, see SE 052 595-598. For more related research, see SE 052 599-604.