Year: 2015
Type: dissertation
Abstract: The purpose of this qualitative study was to examine the experiences of fourth-grade learners in a math classroom, how fourth graders express their interest and desire to learn math, and how different instructional strategies influence that interest and desire. The participants for this study were all fourth graders enrolled at a rural school district in Maine that serves approximately 1,200 learners in grades pre-kindergarten through Grade 6. Fifteen fourth graders provided the data to determine student perceptions on how they engage in math instruction. The findings of this study indicate strong relationships between instructional strategies and the self-determination theory of motivation. Specifically, students prefer learning that is problem solving oriented, purposeful, future focused, voice in choice in how they learn and that students require relatedness, autonomy and competence when learning math.
Author: Ryan Wallace Patrie
Institutions: University of New England, University of New England
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W1637772935