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The Relationship Between an Affectiv...

White, Wendee.

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The Relationship Between an Affective Instructional Design, Children's Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Relationship Between an Affective Instructional Design, Children's Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children./
Author:	White, Wendee.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	155 p.
Notes:	Source: Masters Abstracts International, Volume: 55-01.
Contained By:	Masters Abstracts International55-01(E).
Subject:	Early childhood education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1601390
ISBN:	9781339126111

The Relationship Between an Affective Instructional Design, Children's Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children.
White, Wendee.

The Relationship Between an Affective Instructional Design, Children's Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 155 p.

Source: Masters Abstracts International, Volume: 55-01.

Thesis (M.A.)--East Tennessee State University, 2015.

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.

ISBN: 9781339126111Subjects--Topical Terms:

518817
Early childhood education.

The Relationship Between an Affective Instructional Design, Children's Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children.
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245 1 4 $a The Relationship Between an Affective Instructional Design, Children's Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children.
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300 $a 155 p.
500 $a Source: Masters Abstracts International, Volume: 55-01.
500 $a Adviser: Amy Malkus.
502 $a Thesis (M.A.)--East Tennessee State University, 2015.
520 $a 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.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1601390