Intrinsic Motivation in Mathematics

LearningGilbert 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).

Rationale of the study

Extrinsic motivation

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

Description of the Project

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?

Research Question

1. Competency 2. Autonomy 3. Relatedness

4. Fear 5. Self-efficacy 6. Effort

Variables

Beginning of 3rd Trimester

Survey◦ Likert scale

Mixed method◦ Grade, gender◦ Free response

Method

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

Results

Competency

Autonomy

Relatedness

Fear Self-efficacy

Effort

4.22 3.20 4.24 3.96 3.90 3.73

Performance vs. motivator◦ Relatedness = 4.83◦ Competence = 4.17

other variables 2.8, 3.0, 3.0, 3.5

Results by Gender

Qualitative Results

Other Findings

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.

Common Core Connections

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).

Implications