NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1083326
Record Type: Journal
Publication Date: 2015-Dec
Pages: 12
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0036-6803
A Multi-Method Investigation of Mathematics Motivation for Elementary Age Students
Linder, Sandra M.; Smart, Julie B.; Cribbs, Jennifer
School Science and Mathematics, v115 n8 p392-403 Dec 2015
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.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 2; Primary Education; Early Childhood Education; Grade 3; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A