Learning Strategies, Motivational Beliefs, And Attitudes Towards Fifth Grade Mathematics

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The best way to incorporate differentiated instruction in the classroom is to discover what motivates a student in the classroom. We need to know our students and what motivates them (Tomlinson, 2012). Motivation will be the determination for success in education. When we think about differentiated instruction and incorporating motivation this is just common sense (Tomlinson, 2013). The very existence of learning depends on motivation. It is our job as teachers to meet the needs of our diverse learners (Schmitges, 2014). A little bit of motivation is like a candle in the darkness. It just takes one person to step out and light the candle and the whole room will be filled. To understand how important motivation is to differentiated instruction, three case studies were looked at.
The first study was conducted to discover the relationships between learning strategies, motivational beliefs, and attitudes towards fifth grade mathematics. There were 204 students that were involved in the study and each student was evaluated with the same learning strategies questionnaire and mathematics attitude scale. Two models were used to examine the relationships between the aforementioned strategies, beliefs, and attitudes. The first model predicted that test anxiety would affect the attitude in a negative way, while metacognition, self-regulation, intrinsic goal orientation, task value, and self-efficacy was predicted to show a positive affect towards attitude. The results showed
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