Reform-Based Curriculum and
Motivation in Geometry

Erdoğan Halat; Elizabeth Jakubowski; Nuh Aydin

doi:10.12973/ejmste/75351

Reform-Based Curriculum and Motivation in Geometry

Full Text (PDF)

Erdoğan Halat ¹ ^* , Elizabeth Jakubowski ², Nuh Aydin ³

More Detail

¹ Afyon Kocatepe University, Afyonkarahisar, TURKEY² Florida State University, FL, USA³ Kenyon College, OH, USA^* Corresponding Author

Abstract

The aim of this study was to compare motivation of sixth-grade students engaged in instruction using reform-based curriculum with sixth-grade students engaged in instruction using a traditional curriculum. There were 273 sixth- grade mathematics students, 123 in the control group and 150 in the treatment group, involved in the study. This study took place in North Florida. The researchers used a questionnaire, the Course Interest Survey (CIS), administered to the students before and after a five-week of instruction. The paired-samples t-test, the independent-samples t-test, and ANCOVA with α = 0.05 were used to analyze the quantitative data. The study showed that there was a statistically significant difference in motivation between the groups favoring the treatment group. In other words, the reform-based curricula designed on the basis of van Hiele theory, compared to a traditional one, had more positive effects on students’ overall motivation in learning geometry at the sixth grade level.

Keywords

curriculum
motivation
reform
middle school
geometry

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 4, Issue 3, 2008, 285-292

https://doi.org/10.12973/ejmste/75351

Publication date: 22 Oct 2008

Article Views: 2912

Article Downloads: 1664

Open Access References How to cite this article

References

Alderman, K. M. (1999). Motivation for achievement. Possibilities for teaching and learning. Mahwah, NJ: Lawrence Erlbaum Associates.
Billstein, R., & Williamson, J. (2003). Middle grades MATH Thematics: The STEM project. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula. What are they? What do students learn? (pp. 251- 284). Lawrence Erlbaum Associates: NJ.
Burger, W. F., & Shaughnessy, J. M. (1986). Characterizing the van Hiele levels of development in geometry. Journal for Research in Mathematics Education, 17, 31-48.
Chappell, M.F. (2003). Keeping mathematics front and center: Reaction to middle-grades curriculum projects research. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula. What are they? What do students learn? (pp. 285-298). Lawrence Erlbaum Associates: NJ.
Charles, R. I., Dossey, J. A., Leinwand, S. J., Seeley, C. L., & Embse, C. B. (1998). Middle school math course 1. Scott Foresman-Addison Wesley.
Creswell, J. W. (1994). Research design qualitative and quantitative approaches. Thousand Oaks, CA: SAGE Publications.
Crowley, M. (1987). The van Hiele model of development of geometric thought. In M. M. Lindquist, (Ed.), Learning and teaching geometry, K-12 (pp.1-16). Reston, VA: NCTM.
Dev, P. C. (1998). Intrinsic motivation and the student with learning disability. Journal of Research and Development in Education, 31(2), 98-108.
Driscoll, M.P. (1994). Psychology of learning for instruction. Boston, MA: Allyn & Bacon Publishers.
Eccles, J. S., & Midgley, C. (1989). Stage-environment fit: Developmentally appropriate classrooms for young adolescents. In C. Ames& R. Ames (Eds.), Research on motivation and education. (Vol.3, pp.139-180). San Diego, CA: Academic Press.
Fuys, D., Geddes, D., & Tischler, R. (1988). The Van Hiele model of thinking in geometry among adolescents. Journal for Research in Mathematics Education: Monograph Number 3.
Gottfried, A. E., Fleming, J. S., & Gottfried, A. W. (2001). Continuity of academic intrinsic motivation from childhood through late adolescence: A longitudinal study. Journal of Educational Psychology, 93(1), 3-13.
Gutierrez, A., Jaime, A., & Fortuny, J. (1991). An alternative paradigm to evaluate the acquisition of the van Hiele levels. Journal for Research in Mathematics Education, 22, 237-251.
Gutierrez, A., & Jaime, A. (1998). On the assessment of the van Hiele levels of reasoning. Focus on Learning Problems in Mathematics, 20(2-3), 27-45.
Halat, E. (2006). Sex-related differences in the acquisition of the van Hiele levels and motivation in learning geometry. Asia Pacific Education Review, 7 (2), 173-183.
Halat, E. (2007). Reform-based curriculum & acquisition of the levels. Eurasia Journal of Mathematics, Science and Technology Education, 3(1), 41-49.
Hoffer, A. (1981). Geometry is more than proof. Mathematics Teacher, 74, 11-18.
Hoffer, A. (1986). Geometry and visual thinking. In T. R. Post (Ed.), Teaching mathematics in grades K-8: Research based methods (pp.233-261). Newton, MA: Allyn and Bacon.
Keller, J. M. (1999). The ARCS model. Designing motivating instruction. Tallahassee, FL: John Keller Associates.
Lappan, G, Fey, J. T., Fitzgerald, W. M., Friel, S. N., & Phillips, E. D. (1996). Shapes and design. Two-dimensional geometry. Palo Alto, CA: Dale Seymour Publications.
Mason, M. M. (1997). The van Hiele model of geometric understanding and mathematically talented students. Journal for the Education of the Gifted, 21(1), 39-53.
McMillan, J. H. (2000). Educational Research. Fundamentals for the consumers (3rd ed.). New York: Addison Wesley.
Messick, R. G., & Reynolds, K. E. (1992). Middle level curriculum in action. White Plains, NY: Longman.
Mayberry, J. (1983). The van Hiele levels of geometric thought in undergraduate preservice teachers. Journal for Research in Mathematics Education, 14, 58-69.
Middleton, J. A. (1995). A study of intrinsic motivation in the mathematics classroom: A personal constructs approach. Journal for Research in Mathematics Education, 26(3), 254-279.
Middleton, J. A., & Spanias, P. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the recent research. Journal for Research in Mathematics Education, 30(1), 65-88.
Middleton, J. A. (1999). Curricular influences on the motivational beliefs and practice of two middle school mathematics teachers: A follow-up study. Journal for Research in Mathematics Education, 30(3), 349-358.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
Reeve, J. (1986). Motivating others: Nurturing inner motivational resources. Needham Heights, MA: Allyn & Bacon.
Reys, R., Reys, B., Lapan, R., Holliday, G., & Wasman, D. (2003). Assessing the impact of standards-based middle grades mathematics curriculum materials on the student achievement. Journal for Research in Mathematics Education, 34(1), 74-95.
Romberg, T. A., & Shafer, M. C. (2003). Mathematics in context (MiC)-Prelimery evidence about student outcome. In S. L. Senk & D. R. Thompson (Eds.), Standards-based school mathematics curricula. What are they? What do students learn? (pp. 224-250). Lawrence Erlbaum Associates: NJ.
Ryan, A.M., & Pintrich, P.R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89(2), 329-341.
Serra, M. (1997). Discovering geometry: An inductive approach (2nd ed.). San Francisco, CA: Key Curriculum Press.
Stipek, D. (1998). Motivation to learn from theory to practice. (3rded.). Needham Heights, MA: Allyn & Bacon A Viacom Company.
Swafford, O. J., Jones, G. A., & Thornton, C. A. (1997). Increased knowledge in geometry and instructional practice. Journal for Research in Mathematics Education, 28(4), 467-483.
Third International Mathematics and Science Study (1995). Highlights of results. Retrieved December 5, 200, from htttp://www.timss.org/timss1995i/ Highlights.html
Third International Mathematics and Science Study-Repeat (1999). Reporting students achievement in mathematics and science for TIMSS 1999 benchmarking. Retrieved December 5, 2000, from http://www.timss.org/
Usiskin, Z. (1982). Van Hiele Levels and Achievement in Secondary School Geometry. (Final report of the Cognitive Development and Achievement in Secondary School Geometry Project.) Chicago: University of Chicago. (ERIC Document Reproduction Service No. ED220288).
Van Hiele, P.M. (1986). Structure and insight: A theory of mathematics education. New York: Academic Press.
Wentzel, K. R. (1997). Students motivation in middle school: The role of perceived pedagogical caring. Journal of Educational Psychology, 89(3), 411-419.
Wentzel, K.R. (1998). Social relationships and motivation in middle school: the role of parents, teachers, and peers. Journal of Educational Psychology, 90(2), 202-209.
Wirszup, I. (1976). Breakthroughs in the psychology of learning and teaching geometry. In J. I. Martin and D. A. Bradbard (Eds.). Space and geometry: Papers from a Research Workshops. Columbus, Ohio: ERIC Center for Science, Mathematics and Environment Education.

How to cite this article

APA

Halat, E., Jakubowski, E., & Aydin, N. (2008). Reform-Based Curriculum and Motivation in Geometry. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), 285-292. https://doi.org/10.12973/ejmste/75351

Vancouver

Halat E, Jakubowski E, Aydin N. Reform-Based Curriculum and Motivation in Geometry. EURASIA J Math Sci Tech Ed. 2008;4(3):285-92. https://doi.org/10.12973/ejmste/75351

AMA

Halat E, Jakubowski E, Aydin N. Reform-Based Curriculum and Motivation in Geometry. EURASIA J Math Sci Tech Ed. 2008;4(3), 285-292. https://doi.org/10.12973/ejmste/75351

Chicago

Halat, Erdoğan, Elizabeth Jakubowski, and Nuh Aydin. "Reform-Based Curriculum and Motivation in Geometry". Eurasia Journal of Mathematics, Science and Technology Education 2008 4 no. 3 (2008): 285-292. https://doi.org/10.12973/ejmste/75351

Harvard

Halat, E., Jakubowski, E., and Aydin, N. (2008). Reform-Based Curriculum and Motivation in Geometry. Eurasia Journal of Mathematics, Science and Technology Education, 4(3), pp. 285-292. https://doi.org/10.12973/ejmste/75351

MLA

Halat, Erdoğan et al. "Reform-Based Curriculum and Motivation in Geometry". Eurasia Journal of Mathematics, Science and Technology Education, vol. 4, no. 3, 2008, pp. 285-292. https://doi.org/10.12973/ejmste/75351