Date of Award
8-2019
Document Type
Action Research Project
Degree Name
Master of Arts in Education
Department
Education, Montessori
First Advisor
Alisha Brandon
Department/School
Montessori Elementary Education, Elementary Education
Abstract
This study investigated how the introduction of math-based games influences children’s motivation to practice math. It was conducted in a Lower Elementary Montessori classroom, serving first through third grade and twenty-one students participated. The students played one of three games every day throughout the study. Their motivation toward math was tracked through observational data and their daily work journals. Additionally, each participant answered pre and post intervention questions to ascertain their mindset toward math. The data shows that the intervention had minimal impact on the students’ motivation toward math, although some students did increase the frequency of their math practice. In the future, students who display a lack of motivation toward math would benefit from consistent one-on-one meetings to address their motivation. Keywords: Montessori,
Recommended Citation
Sweeney, Caitlin. (2019). Increasing Motivation Toward Math in a Montessori Lower Elementary Classroom. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/maed/323