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Exploring the Motivation of Elementa...

Williams, Rachael A.,

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Exploring the Motivation of Elementary Gifted Learners Using Mathematical Problem-Posing /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the Motivation of Elementary Gifted Learners Using Mathematical Problem-Posing // Rachael A Williams.
作者:	Williams, Rachael A.,
面頁冊數:	1 electronic resource (137 pages)
附註:	Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
Contained By:	Dissertations Abstracts International86-01A.
標題:	Curriculum development. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31333849
ISBN:	9798383565254

Exploring the Motivation of Elementary Gifted Learners Using Mathematical Problem-Posing /
Williams, Rachael A.,

Exploring the Motivation of Elementary Gifted Learners Using Mathematical Problem-Posing /Rachael A Williams. - 1 electronic resource (137 pages)

Source: Dissertations Abstracts International, Volume: 86-01, Section: A.

Gifted students' often go unchallenged in the classroom, and this lack of tailored instruction can lead to decreased motivation, which, in turn, influences underachievement, which is a significant concern since these children, theoretically, should be our highest achievers. This 4-week (i.e., eight instructional days) semi-randomized, pre-test/post-test experimental design study tested a mathematical problem-solving intervention to evaluate its effects on gifted students' motivation in mathematics. Fourth and fifth grade gifted students were semi-randomly placed into groups for mathematical instruction using business-as-usual, Traditional Problem-Solving (TPS), or Mathematical Problem-Posing (MPP) pedagogical approaches. Twenty-nine gifted students took the Children's Academic Intrinsic Motivation Inventory (CAIMI; Gottfried, 2006) at pre-test (i.e., before instruction) and again at post-test to measure any potential changes in their learning motivation in mathematics using raw scores. A one-way analysis of covariance (ANCOVA) was conducted to explore the mean difference between groups (i.e., TPS/MPP instruction) on one continuous dependent variable (i.e., post-test motivation scores) while controlling for pre-test motivation scores (i.e., covariate). After controlling for pre-test scores, there was no statistically significant difference between groups in students' motivation scores, F(1, 26) = .057, p = .813, although students' motivation scores increased in both groups. Limitations, such as the duration of the intervention, are discussed along with implications for future research, which include repeating the study with a larger sample and for a longer duration.

English

ISBN: 9798383565254Subjects--Topical Terms:

684418
Curriculum development.
Subjects--Index Terms:

Elementary school

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