1. Motivational Math
By Annette Lobban-Huzzie

2. Description of Motivational Learning Design
 Utilizes a person centered approach. Grounded in
psychological constructs and examines aspects of
motivation (Keller, 2010)
 Motivational Math designed to utilize Keller (2010)
ARCS model to gain and sustain students’
attention.

3. Data Synthesis
 East Side Elementary Title 1 school located in
suburban region of Georgia with a student
population of 1300.
 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)

4. Data Synthesis (Continued)
Audience Analysis conducted and some
of the behaviors exhibited indicate lack
of motivation(not attempting/
completing tasks).

5. Explanation of how Design Promotes
Learning
Design is geared towards establishing relevance, gaining
attention, building confidence, and positive attitudes towards
math.
Motivational tactics are utilized to gain and sustain attention
and interest (e.g. media, games, computers and whiteboard,
small group and whole group setting)
Lessons relevant and applicable to real world settings.
Activities will include tools such as spreadsheets to create
graphs and tables.

6. Explanation of how Design Promotes
Learning (Continued)
Design utilizes Keller (2010) ARCS model:-
Attention
Relevance
Confidence
Satisfaction

7. MLD Objectives
The MLD will promote and measure learning through
the objectives. Students will:-
 Apply lessons to real life situations (Relevance)
 Demonstrate continued attention during lesson
(Attention)
 Complete activities in module (Confidence)
 Corporate with others (Attitude)

8. Future Implementation Plans
To consistently implement technology and
games into math lessons
Learning outcomes will be periodically
reviewed and modified
Conduct presentation to interest groups
(teachers)

9. Utilizing MLD in Professional Practice
Infuse knowledge of Keller (2010) ARCS model in
math instructions. Utilize technology or web-based
instructions along with games and manipulatives to
arouse and maintain students’ interest in lessons.
Conduct workshop to share strategies so as to
motivate other students throughout the school.

10. Limitations of the MLD
 Teachers attitude towards responsibility for
building or promoting students’ desire to learn
math (motivation).
 Students may have personal motivational
problems that may require clinical intervention or
the intervention of the school’s counselor.

11. Conclusion
As educators we are bestowed with the responsibility
to influence students in wanting to learn (Keller,
2010). Through use of my MLD I plan on creating a
learning environment that encourages positive self-
perception through the use of Keller (2010) ARCS
model approach.

12. References
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/W07B
rown.pdf
Keller, J.M. (2010). Motivational design for learning
and performance: The ARCS model approach. New
York, NY: Springer
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.

13. References (continued)
Seifert, T. (2004). Understanding student motivation.
Educational Research, 46(2). 137-149.
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_white
board_research_...