Date of Award
6-2015
Rights
© 2015 Ryan Patrie
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education
First Advisor
Brianna Parsons
Second Advisor
Michelle Collay
Third Advisor
Suzan Nelson
Abstract
The purpose of this qualitative study was to examine the experiences of fourth-grade learners in a math classroom, how fourth graders express their interest and desire to learn math, and how different instructional strategies influence that interest and desire. The participants for this study were all fourth graders enrolled at a rural school district in Maine that serves approximately 1,200 learners in grades pre-kindergarten through Grade 6. Fifteen fourth graders provided the data to determine student perceptions on how they engage in math instruction. The findings of this study indicate strong relationships between instructional strategies and the self-determination theory of motivation. Specifically, students prefer learning that is problem solving oriented, purposeful, future focused, voice in choice in how they learn and that students require relatedness, autonomy and competence when learning math.
Preferred Citation
Patrie, Ryan Wallace, "How Instructional Strategies Engaged Fourth Graders In Math Learning" (2015). All Theses And Dissertations. 29.
https://dune.une.edu/theses/29
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education and Teaching Commons, Science and Mathematics Education Commons
Comments
Ed.D. Dissertation