Increasing confidence, motivation and interest in math through an interdisciplinary dance-algebra project

Term

2012

Capstone

Thesis

Degree Name

MAT

Abstract

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.

Publisher

Hamline University

Source

School of Education Student Capstone Theses and Dissertations at Hamline University

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