Date of Publication

12-15-2017

Degree Type

Honors Thesis

Department

Education and Human Development

First Advisor

Dr. Carol Wade, Associate Professor

Abstract

Using a Student Interest Inventory and interest-aligned mathematics problems, this article connects interest alignment with student performance. The findings from this pilot study reveal students’ performance increased when interest-based problems were incorporated into their mathematics curriculum. These findings serve to inform teachers wishing to increase student performance and engagement in their classroom. They may also inform teacher candidates completing the Educative Teacher Performance Assessment (edTPA), particularly with Task 1.

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