Arts for Academic Achievement: Summative Evaluation Report
This study was funded by the Minneapolis Public Schools through a Challenge Grant 
from The Annenberg Foundation.
Arts for Academic Achievement. Changing Student Attitudes toward Math: Using Dance To Teach Math.
This paper presents results of a study that sought to answer the question, "How does integrating dance and math in an intense co-teaching model of integration affect student attitudes toward learning math?" The goal of the dance/math project was to engage students in math in ways that reached students' multiple intelligences and encouraged them to make complex connections and try new problem solving techniques. The classroom teachers who designed and implemented the project hypothesized that students who worked with a dancer once a week to learn math concepts would become more engaged in mathematics and have more successful and positive experiences with mathematics than students who did not work with a dancer. Overall there was a significant difference between the dance/math students' and the nondance/math students' attitudes toward mathematics. (MM) Reproductions supplied by EDRS are the best that can be made from the original document. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS fr) BEEN GRANTED BY CD Lr4 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) U.S. DEPARTMENT OF EDUCATION Office of Educahonal Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eived from the person or organization originating it 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official Oen; position or policy. ARTS FOR ACADEMIC ACHIEVEMENT Changing Student Attitudes Toward Math: Using Dance to Teach Math
An Evaluation of the Relative Effectiveness of NCTM Standards-Based Interventions for Low-Achieving Urban Elementary Students.
The effects of 2 instructional methods, problem solving and peer collaboration, were evaluated for enhancing mathematics achievement, academic motivation, and self-concept of 104 low-achieving 3rd and 4th graders. Students were assigned randomly to 1 of 4 conditions: control, problem solving, peer collaboration, and problem solving + peer collaboration. Students in all conditions met twice weekly for 30-min mathematics sessions over a 7-week period. Results indicate that problem-solving students performed significantly higher than their counterparts who did not receive problem solving on measures of computation and word problems and reported higher levels of academic motivation, academic self-concept, and social competence. Students who participated in peer collaboration scored higher on measures of computation and word problems and reported higher levels of academic motivation and social competence than did students who did not participate in peer collaboration. No significant interaction effect was found.