Date of Award
12-2013
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Amanda Perna
Department/School
Montessori Elementary Education
Abstract
SDT AND MONTESSORI KINDERGARTEN MATH 3 Abstract This action research examined how fostering student autonomy, competence, and relatedness as described in Self-determination Theory (SDT) improved the Montessori kindergarten student’s motivation to choose work from the math curriculum? By increasing the kindergarten student’s knowledge of the Montessori math curriculum sequence, an attempt was made to increase their autonomy, competence and relatedness as it pertains to choosing math work. The data collection consisted of a student survey and questionaire that was administered before and after the introduction of the action research interventions. Teacher observations were also helpful when determining if students were choosing math works at a higher rate. This research found that introducing kindergarten students to the sequence of Montessori math work improved their knowledge of and attitude towards the Montessori math curiculum.
Recommended Citation
Anderson, Matthew P.. (2013). The Effects of Self-Determination Theory on Montessori Kindergarten Student’s Math Knowledge and Attitudes. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/34