Increasing confidence, motivation and interest in math through an interdisciplinary dance-algebra project
The research question addressed in this capstone was, will an interdisciplinary dance algebra project for eighth graders in a dance elective increase their confidence, motivation and interest in mathematics? The sub-question was, what increases will or will not be seen in math confidence, motivation and interest specifically in the African American, Hispanic and American Indian populations? The study is a comparison of dance and non-dance students who took algebra and documents one dance teacher's implementation of an interdisciplinary dance-algebra project. Both quantitative and qualitative research paradigms are used, including observation, field notes, pre and post Likert-scaled surveys and short answer questions. The data showed little change in confidence levels, but significant increases in motivation and interest in math as a result of the dance-algebra project, especially in African American, Hispanic and American Indian populations.
Pennaz, Jenny Lynn, "Increasing confidence, motivation and interest in math through an interdisciplinary dance-algebra project" (2012). School of Education Student Capstones and Dissertations. 921.
This document is currently not available here.