An, S. A., Tillman, D. A., Boren, R. & Wang, J. (2014). Fostering Elementary Students’ Mathematics Disposition through Music-Mathematics Integrated Lessons. International Journal for Mathematics Teaching & Learning, p1-19
Through a controlled study students used mathematics knowledge to answer mathematical tasks constructed from music. Participants in this study had multiple opportunities to experience the applications of mathematics in the real life situations such as using mathematical knowledge to compose music and design musical instruments. Results of this study demonstrated that despite statistically equivalent pretest scores prior to the intervention, after the intervention the music group students had statistically significantly higher positive mathematics dispositions scores than their non-music group peers. These findings prove that there are advantages to teachers utilizing music-themed activities as a context for offering students the opportunity to learn mathematics in a challenging yet enjoyable learning environment.
Bundick, M. J., Quaglia, R. J., Corso, M. J., & Haywood, D. E. (2014). Promoting Student Engagement in the Classroom. Teachers College Record, 116(4).
This article focuses on the importance of student–teacher relationships, the relevance of the content to the students, and teachers’ pedagogical and curricular competence. The authors suggest that a student is more engaged in school when the students perception of the teacher is supportive, invested, caring, fair, and respectful. Additionally, the more relevant students perceive the content of the class to be, the more likely they are to be engaged by it. Finally, when teachers exhibit competence in both their subject area and craft, they will be more likely to earn the respect of the students.
Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education, 4(1), 42-53.
This article investigates the use of technology in motivating students. The article describes a case study in a grade 9 and 10 social studies class. Students in this study created a PowerPoint. They reported that they enjoyed working on the project with technology because they viewed technology as engaging, entertaining, and easier and fun to do. Students also said that their work was neater , the overall presentation was more professional and were able to find more information about their topics. Finally students reported that they were working with technology gave them opportunity to refine their technology skills. Overall it seems evident that technology offers many benefits to enhance education as well as increase student motivation.
Jones, J. L., Jones, K. A., & Vermette, P. J. (2013) Why Don’t Students Like School? Willingham, Perkins, and a Comprehensive Model of School Reform. Educational forum, 77(2), 199-206.
This resource describes 4 principles to follow for teaching and learning. All of these principles can we used an methods to increase motivation, such as “Principle 1: Intrinsic motivation is essential to getting students to invest their energies in school based work”. This article explains and expands on each principle in a straight forward way, and gives guidance for teachers under each one.
Moberly, D. A., Waddle, J. L., & Duff, R. E. (2005). The Use of Rewards and Punishment in Early Childhood Classrooms. Journal of Early Childhood Teacher Education, 25, pp. 359-366.
This article cautions against the overuse of extrinsic motivation, specifically rewards and punishment. The authors argue that when extrinsic motivation is used, we are not helping the children learn and respond to their own needs and learn acceptable prosocial behaviors or participate in social problem solving. The reliance on extrinsic motivation can cause intrinsic motivation to decline. The authors believe that developing a sense of community within the class is important to motivate students.
Unrau, N., Ragusa, G., & Bowers, E. (2015). Teachers focus on motivation for reading: “it’s all about knowing the relationship”. Reading Psychology, 36(2), 105-144.
This article focuses on SEL as a method to building students motivation. Although this article focuses on reading, it has a lengthy section titled “Interpersonal theory in the classroom”. This section highlights the importance of building a positive relationship between student and teacher, and how those bonds build trust, reduce anxiety, and foster growth.
Wu, X., Anderson, R. C., Nguyen-Jahiel, K., Miller, B. (2013). Enhancing Motivation and Engagement Through Collaborative Discussion. Journal of Educational Psychology (105)3, pp. 622-633.
In this article, the authors compared students’ motivation and engagement during a peer- led small group discussion with a conventional teacher-led whole class discussion. The results showed that collaborative discussions produced greater interest and engagement than conventional discussions. The students experienced gratification from peer collaboration, greater self-confidence and a greater sense of personal agency.