Student motivation has long been a concern of mathematics educators. However, commonly held distinctions between intrinsic and extrinsic motivations may be insufficient to inform our understandings of student motivations in learning mathematics or to appropriately shape pedagogical decisions. Here, motivation is defined, in general, as an individual’s desire, power, and tendency to act in particular ways. We characterize details of motivation in mathematical learning through qualitative analysis of honors calculus students’ extended, collaborative problem solving efforts within a longitudinal research project in learning and teaching. Contextual Motivation Theory emerges as an interpretive means for understanding the complexities of student motivations. Students chose to act upon intellectual-mathematical motivations and social-personal motivations that manifested simultaneously. Students exhibited intellectual passion in persisting beyond obtaining correct answers to build understandings of mathematical ideas. Conceptually driven conditions that encourage mathematical necessity are shown to support the growth of intellectual passion in mathematics learning.
- RT @pgliljedahl: Our podcast from the Making Math Moments Summit can now be accessed from my website ( peterliljedahl.com/btc). https://t.c… 2 weeks ago
- RT @MatthewMaddux: Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator traini… 11 months ago
- RT @CERME11_2019: In preparation for the conference, we kindly ask you to send questions about ERME research, questions about ERME itself,… 11 months ago
- Developing mathematical knowledge for teaching teachers: potentials of history of mathematics in teacher educator t… twitter.com/i/web/status/1… 11 months ago
- Looking forward to last day (for me) of the EML 2018 with @deborah_ball. What a wonderful opportunity to study, dis… twitter.com/i/web/status/1… 1 year ago