MOTIVATING STUDENTS IN MATH

By Annette Lobban-Huzzie

Creative Solutions Proposal

Strategies to build student’s intrinsic motivation

Description of Learning Context

East Side Elementary Title 1 institution

60% failed the state’s standardized test and 70% fail the county’s benchmark test (Georgia Online Assessment). At International level fourth graders performing below students in (Brown, A. & Brown, L. 2007)

Students exceeding standards in all subjects except math ( GA. Department of Education, 2012).

Audience Analysis

Audience Analysis conducted (Keller, 2010):-

Behaviors exhibited indicate lack of

motivation not attempting, not completing

tasks, and negative I can’t statements.

Rationale for the Need for Creative Solutions

Students failing state and county’s benchmark tests

Developing learned helplessness (Schunk, Pintrich, & Meece, 2008)

Description of the Theory and Contribution to project

Intrinsic Motivation Theory Self-Determination Theory Self-Worth Theory

Description of the Theory and Contribution to project

(Contd.)

Design utilizes Keller (2010) ARCS model:- Attention Relevance Confidence Satisfaction

The Creative Solutions Math program will promote

and measure learning through the objectives.

Students will:-

Apply lessons to real life situations (Relevance)

Demonstrate continued attention during lesson (Attention). Utilize technology, games, small and whole group activities.

Complete activities in module (Confidence)

Corporate with others (Attitude)

Implementation Plans

Implement technology and games into daily math lessons

Consistently reflect, review and modify learning outcomes

Conduct presentation to share strategies with interest groups (administrators & teachers)

Strategies

Share

Conclusion

It is hoped that by providing activities that allow students to enjoy lessons while determining relevance, their attention and interest will be aroused and sustained throughout the lessons. In addition to this, I hope my creative solution will help to lessen the gap in math achievement and help students to develop a positive attitude towards math.

References

Brown, A., & Brown, L. (2007). What are science and math test scores really telling U.S.? The Bent of Tau Beta Pi. Retrieved from www.tbp.org/pages/publications/Bent/Features/W07Brown.pdf

Georgia Department of Education (2012). 2012 CRCT results: More students exceeding standards (updated 7.12.12). Georgia Department of Education. Retrieved from http://www.doe.k12.ga.us/External-Affairs-and -Policy/communications/Pages/PressrReleaseDetails.aspx?PressView=default&pid=46

Keller, J.M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer

References (continued)

Mueller, M., Yankelewitz, D., & Maher, C. (2011). Sense making as motivation in doing mathematics: Results from two studies. The Mathematics Educator, 20(2), 33-43.

Schunk, D., Pintrich, P., & Meece, J. (2008). Motivation in education: Theory, research, and application (3rd ed.). Upper Saddle River, New Jersey: Pearson.

Seifert, T. (2004). Understanding student motivation. Educational Research, 46(2). 137-149.

References (continued)

SMART Technologies. (2006). Interactive whiteboards and learning: Improving student learning outcomes and streamlining lesson plans. SMART Technologies Inc. Retrieved from downloads01.smarttech.com/…/research/…/int_whiteboard_research_...