A mixed-methods investigation of the effects of literature-enhanced mathematics instruction on student achievement, attitudes, and instructor-implemented pedagogy in selected South Texas sixth grades

The quantitative purpose of this study was to determine whether the reading aloud by the teacher of children's trade books into mathematics instruction at the sixth grade level significantly improves student achievement and attitudes. The purpose of the basic interpretive qualitative research study was to examine the attitudes of students about mathematics and the impact on pedagogy as teachers used children's trade books as a vehicle for curriculum integration. The study was conducted during the 2003--2004 school year.; A quasi-experimental research design was used to assess the effectiveness of the literature-enhanced mathematics instruction in sixth grade by comparing the application of a different treatment to one of two already existing groups. The dependent variable, mathematic achievement, was based on an assessment instrument using the Texas Mathematics Diagnostic System (TMDS) for circumference (TEKS 6.6C), classifying angles (TEKS 6.6A), and measuring angles (TEKS 6.8C), created for the purposes of this study. Measurement of student attitudes was based on the results of the Mathematics Attitude Survey (MAS) created by the researcher for this study. The qualitative data were gathered and analyzed by observations of the teachers and students, researcher's reflexive journal, three informal and one final formal interview of teacher-participant, and students' answers to two open-ended questions of the survey. The sample population consisted of five Grade 6 mathematics teachers and their students attending three schools in a South Texas region. Data were gathered on 247 students for achievement results and 146 students for attitudinal results.; The data were analyzed using four-way analysis of variance and three-way analysis of variance (ANOVA). Statistical significance was determined at the.05 level of significance. It was found that the use of literature-enhanced mathematics instruction did not significantly improve sixth grade students' achievement. Statistical analysis indicated a significant main effect for economically disadvantaged on the dependent variable mathematics achievement as measured by circumference, measuring angles, and the total achievement score. It was found that the use of literature-enhanced mathematics instruction did significantly improve sixth grade students' mathematics attitude scores. Statistical analysis indicated a significant main effect for method of instruction (with literature-enhanced mathematics instruction) on the dependent variable mathematics attitude as measured by anxiety, value of mathematics, and the mathematics total attitude score. All teacher-participants found the literature-enhanced mathematics method of instruction valuable and plan to use the children's trade books and activities with their classes next year.