The Relationship between an Affective instructional Design, Children's Attitudes Toward Mathematics, and Math Learning for Kindergarten-Age Children

    Student thesis: Master's ThesisMaster of Social Science


    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 intervention lesson for both math attitude, t(14) = -12.39, p = 0.008, and math learning, t(14) = -8.40, p = 0.002.These findings suggest AID could be one route to supporting educators in establishing quality learning environments that promote positive attitudes and meaningful learning in mathematics.
    Date of Award2015
    Original languageEnglish
    Awarding Institution
    • East Tennessee State University
    SupervisorAmy Malkus (Supervisor)


    • Affect
    • Teaching and learning
    • Emotions

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