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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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).