The document discusses strategies to improve math motivation and achievement for students at East Side Elementary School. 60% of students failed the state standardized test and 70% failed the county benchmark test. Students were lacking motivation as demonstrated by not attempting or completing tasks. The Creative Solutions Math program will use Keller's ARCS model of motivation to apply lessons to real life, demonstrate attention during lessons using technology and games, and complete activities to build confidence. It is hoped this approach will lessen the achievement gap and develop a positive math attitude.

1. By Annette Lobban-Huzzie

2. Strategies to build student’s intrinsic
motivation

3.  East Side Elementary Title 1 institution
 60% failed the state’s standardized test
and 70% fail the county’s benchmark test
(Georgia Online Assessment). At
International level fourth graders
performing below students in (Brown, A. &
Brown, L. 2007)
 Students exceeding standards in all
subjects except math ( GA. Department of
Education, 2012).

4. Audience Analysis conducted (Keller, 2010):-
Behaviors exhibited indicate lack of motivation
not attempting, not completing tasks, and
negative I can’t statements.

5.  Students failing state and county’s benchmark
tests
 Developing learned helplessness (Schunk, Pintrich,
& Meece, 2008)

6.  Intrinsic Motivation Theory
 Self-Determination Theory
 Self-Worth Theory

7. Design utilizes Keller (2010) ARCS
model:-
Attention
Relevance
Confidence
Satisfaction

8. The Creative Solutions Math program will promote
and measure learning through the objectives.
Students will:-
 Apply lessons to real life situations (Relevance)
 Demonstrate continued attention during lesson
(Attention). Utilize technology, games, small and
whole group activities.
 Complete activities in module (Confidence)
 Corporate with others (Attitude)

9. Share
Strategies Implement technology and games into
daily math lessons
Consistently reflect, review and modify
learning outcomes
Conduct presentation to share strategies
with interest groups (administrators &
teachers)

10. It is hoped that by providing activities that allow
students to enjoy lessons while determining
relevance, their attention and interest will be aroused
and sustained throughout the lessons. In addition to
this, I hope my creative solution will help to lessen the
gap in math achievement and help students to
develop a positive attitude towards math.

11. Brown, A., & Brown, L. (2007). What are science and math
test scores really telling U.S.? The Bent of Tau Beta Pi.
Retrieved from
www.tbp.org/pages/publications/Bent/Features/W07Brow
n.pdf
Georgia Department of Education (2012). 2012 CRCT results:
More students exceeding standards (updated 7.12.12).
Georgia Department of Education. Retrieved from
http://www.doe.k12.ga.us/External-Affairs-and -
Policy/communications/Pages/PressrReleaseDetails.aspx?P
ressView=default&pid=46
Keller, J.M. (2010). Motivational design for learning and
performance: The ARCS model approach. New York, NY:
Springer

12. Mueller, M., Yankelewitz, D., & Maher, C. (2011). Sense
making as motivation in doing mathematics: Results from
two studies. The Mathematics Educator, 20(2), 33-43.
Schunk, D., Pintrich, P., & Meece, J. (2008). Motivation in
education: Theory, research, and application (3rd ed.). Upper
Saddle River, New Jersey: Pearson.
Seifert, T. (2004). Understanding student motivation.
Educational Research, 46(2). 137-149.

13. SMART Technologies. (2006). Interactive whiteboards and
learning: Improving student learning outcomes and
streamlining lesson plans. SMART Technologies Inc.
Retrieved from
downloads01.smarttech.com/…/research/…/int_whiteboar
d_research_...