This master’s thesis examines the role of motivation, mathematics anxiety, and understanding in learning mathematics, with a focus on written division as a demanding topic in the 5th grade of primary school. The aim of the study was to investigate whether the presence of a therapy dog in mathematics lessons can influence students’ motivation, reduce mathematics anxiety, and improve their understanding of the learning content.
The theoretical part presents key concepts related to learning motivation, mathematics anxiety, and the cognitive demands of written division. Special attention is given to the interrelationship between these factors and to the role of a therapy dog as a supportive element in the learning process.
The empirical part is based on a study conducted among 5th-grade primary school students, focusing on the inclusion of a therapy dog during lessons on written division. Data were collected using appropriately designed measurement instruments that provided insight into students’ motivation, their experience of mathematics anxiety, and their understanding of the learning content.
The results indicate that the presence of a therapy dog has a positive impact on students’ emotional experience, as it reduces tension and fear of making mistakes and promotes a more relaxed approach to problem-solving. Students demonstrated higher motivation, greater willingness to participate, and increased persistence when solving mathematical tasks. The findings also suggest that a reduction in mathematics anxiety creates more favorable conditions for understanding the learning content.
The results confirm that addressing emotional and motivational aspects is an important component of effective mathematics teaching. The therapy dog appears to be a meaningful supportive factor that can complement the teacher’s work and contribute to a more encouraging learning environment.
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