Project- Based Learning and its Effect on Motivation In the Adolescent Mathematics Classroom

Abstract

The purpose of this research is to determine how teaching practices can affect students' motivation and perceptions towards mathematics. Initial, closed-response evaluations will be used to get a baseline of students' motivational beliefs and perceptions. The evaluations will specifically address the following factors: individual attitudes and beliefs, projected future plans, classroom environment and teaching methods, and perceived teacher support. The researcher will incorporate a project-based learning sequence into the current curriculum. Upon completion of the project, students will be re-evaluated by means of closed-response and open-ended surveys on motivational levels. This information will help determine if teaching methods have any effect on students' motivation to learn mathematics as well as whether or not teaching methods change students' attitudes and beliefs about mathematics.