Intrinsic motivation in mathematics learning
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Intrinsic Motivation in Mathematics Learning. Gilbert Hernandez. Rationale of the study. Motivational decline “Motivation declines across childhood through adolescence… the motivation to learn math exhibits the most severe decline” (Gottfried et al., 2007, p.317). Description of the Project.

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Intrinsic Motivation in Mathematics Learning

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Intrinsic motivation in mathematics learning

Intrinsic Motivation in Mathematics Learning

Gilbert Hernandez


Rationale of the study

Rationale of the study

  • Motivational decline

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


Description of the project

Description of the Project

  • Extrinsic motivation

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


Research question

Research Question

  • 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?


Variables

Variables

  • 1. Competency

  • 2. Autonomy

  • 3. Relatedness

  • 4. Fear

  • 5. Self-efficacy

  • 6. Effort


Method

Method

  • Beginning of 3rd Trimester

  • Survey

    • Likert scale

  • Mixed method

    • Grade, gender

    • Free response


Results

Results

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


Other findings

Other Findings

  • Performance vs. motivator

    • Relatedness = 4.83

    • Competence = 4.17

      • other variables 2.8, 3.0, 3.0, 3.5

  • Results by Gender

  • Qualitative Results


Common core connections

Common Core Connections

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.


Implications

Implications

  • 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).


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