Motivational Math

By Annette Lobban-Huzzie

Description of Motivational Learning Design

Utilizes a person centered approach. Grounded in psychological constructs and examines aspects of motivation (Keller, 2010)

Motivational Math designed to utilize Keller (2010) ARCS model to gain and sustain students’ attention.

Data Synthesis

East Side Elementary Title 1 school located in suburban region of Georgia with a student population of 1300.

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)

Data Synthesis (Continued)

Audience Analysis conducted and some

of the behaviors exhibited indicate lack

of motivation(not attempting/

completing tasks).

Explanation of how Design Promotes Learning

Design is geared towards establishing relevance, gaining attention, building confidence, and positive attitudes towards math.

Motivational tactics are utilized to gain and sustain attention and interest (e.g. media, games, computers and whiteboard, small group and whole group setting)

Lessons relevant and applicable to real world settings. Activities will include tools such as spreadsheets to create graphs and tables.

Explanation of how Design Promotes Learning (Continued)

Design utilizes Keller (2010) ARCS model:-

Attention

Relevance

Confidence

Satisfaction

MLD Objectives

The MLD will promote and measure learning

through the objectives. Students will:-

Apply lessons to real life situations (Relevance)

Demonstrate continued attention during lesson (Attention)

Complete activities in module (Confidence)

Corporate with others (Attitude)

Future Implementation Plans

To consistently implement technology and games into math lessons

Learning outcomes will be periodically reviewed and modified

Conduct presentation to interest groups (teachers)

Utilizing MLD in Professional Practice

Infuse knowledge of Keller (2010) ARCS model in math instructions. Utilize technology or web-based instructions along with games and manipulatives to arouse and maintain students’ interest in lessons.

Conduct workshop to share strategies so as to motivate other students throughout the school.

Limitations of the MLD

Teachers attitude towards responsibility for building or promoting students’ desire to learn math (motivation).

Students may have personal motivational problems that may require clinical intervention or the intervention of the school’s counselor.

Conclusion

As educators we are bestowed with the responsibility to influence students in wanting to learn (Keller, 2010). Through use of my MLD I plan on creating a learning environment that encourages positive self-perception through the use of Keller (2010) ARCS model approach.

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

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

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.

References (continued)

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

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_...