Elementary Students' Motivation for and Attitudes Toward Mathematics While Using Example-Based Instructional Tools (Poster 7)

• In Event: Thursday Poster Session 9:00 am
  In Poster Session: Motivational Beliefs, Context, and Consequences

Abstract

This study examines the impact of an intervention that integrates worked examples and self-explanation prompts in elementary mathematics classrooms on students' motivation and attitudes toward math. The intervention was designed based on prior research showing the benefits of worked examples for learning. A longitudinal design was used, finding that 4th and 5th graders using these materials demonstrated significantly higher math achievement on standardized tests compared to a control group. The study aims to bridge the gap in example-based learning research at the elementary level. It explores how the intervention affects 4th and 5th graders' motivation, including expectancies for success, perceived importance of math, interest in math, and perceived functionality of errors.

Authors

• Megan Botello, University of Delaware

• Christina Areizaga Barbieri, University of Delaware

• Kelly M. McGinn, Temple University