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Intrinsic Motivation in Mathematics LearningPowerPoint Presentation

Intrinsic Motivation in Mathematics Learning

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Intrinsic Motivation in Mathematics Learning

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Intrinsic Motivation in Mathematics Learning

Gilbert Hernandez

- Motivational decline
- “Motivation declines across childhood through adolescence… the motivation to learn math exhibits the most severe decline” (Gottfried et al., 2007, p.317).

- Extrinsic motivation
- The use of extrinsic motivators can be counterproductive by lowering the students’ intrinsic motivation (Gagne & Deci, 2005).

- Children who develop their intrinsic motivation are more likely to succeed on long term goals than those motivated by extrinsic factors (Middleton & Midgley, 2002).
- What intrinsic motivators do student perceive as most important to learning mathematics in 4 specific 8th grade algebra 1 classes?

- 1. Competency
- 2. Autonomy
- 3. Relatedness
- 4. Fear
- 5. Self-efficacy
- 6. Effort

- Beginning of 3rd Trimester
- Survey
- Likert scale

- Mixed method
- Grade, gender
- Free response

- Two variables emerged with a mean score above 4 out of a possible 5.

- Performance vs. motivator
- Relatedness = 4.83
- Competence = 4.17
- other variables 2.8, 3.0, 3.0, 3.5

- Results by Gender
- Qualitative Results

Mathematical Practices

- 1. Make sense of problems and persevere in solving them.
- 3. Construct viable arguments and critique the reasoning of others.
- 5. Use appropriate tools strategically.

- Create meaningful activities
- Increase collaborative learning (equity)
- Access
- “Unmotivated students can become willing participants if tasks are tailored to their interests, or if students are given the opportunity to fulfill social needs by working with their friends” (Schoenfelder, 2006, p.345).