Year of Award
2024
Document Type
Professional Paper
Degree Type
Master of Arts (MA)
Degree Name
Education
Other Degree Name/Area of Focus
Mathematics
Department or School/College
Education
Committee Chair
Georgia Cobbs
Keywords
Motivating Math Students through Socratic Pedagogy
Subject Categories
Educational Methods | Other Teacher Education and Professional Development | Science and Mathematics Education
Abstract
This study investigated the impact of implementing the Socratic method in teaching logarithms on the motivation levels of high school Algebra 2 students. Drawing on foundational research by Hirsch and Pfeil (2012), the research involves two classes totaling 28 students, with surveys administered before and after the Socratic lessons to gauge motivation, engagement, and participation levels. The meticulously designed four-day lesson plans employ cooperative dialogue and critical inquiry to foster student understanding of logarithmic concepts. With the teacher serving as a facilitator and students actively participating in the learning process, the study aimed to replicate and build upon previous findings, exploring whether the Socratic approach enhances motivation and intellectual engagement in mathematics education. The findings reveal a significant increase in students' motivation, engagement, and intrinsic motivation after experiencing Socratic pedagogy, providing evidence for the effectiveness of this approach in promoting enhanced learning outcomes in mathematics.
Recommended Citation
Berg, Leslie, "Motivating Math Students through Socratic Pedagogy" (2024). Graduate Student Theses, Dissertations, & Professional Papers. 12397.
https://scholarworks.umt.edu/etd/12397
Included in
Educational Methods Commons, Other Teacher Education and Professional Development Commons, Science and Mathematics Education Commons
© Copyright 2024 Leslie Berg