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The Relationship Between An Affective Instructional Design, Children’S Attitudes Toward Mathematics, And Math Learning For Kindergarten-Age Children, Wendee B. White Mrs
The Relationship Between An Affective Instructional Design, Children’S Attitudes Toward Mathematics, And Math Learning For Kindergarten-Age Children, Wendee B. White Mrs
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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 …