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Готові списки джерел за темами / Mathematics Motivation

Добірка наукової літератури з теми "Mathematics Motivation"

Автор: Grafiati

Опубліковано: 22 червня 2021

Оновлено: 4 лютого 2022

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Статті в журналах з теми "Mathematics Motivation":

1

Jufrida, Jufrida, Wawan Kurniawan, Astalini Astalini, Darmaji Darmaji, Dwi Agus Kurniawan, and Weni Angra Maya. "Students’ attitude and motivation in mathematical physics." International Journal of Evaluation and Research in Education (IJERE) 8, no. 3 (September 1, 2019): 401. http://dx.doi.org/10.11591/ijere.v8i3.20253.

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<span>Attitude is one aspect that needs to be considered both for learning activities or learning objects. This study aims to determine the attitudes and motivations of students in mathematics physics subjects. The sample used was 100 students who had studied the Mathematics Physics course. This study employed quantitative research methods with correlational research design. Respondent was gathered by purposive sampling method. The research instruments used were attitude questionnaires in mathematical physics and motivational questionnaires. The study found that there is a significant relationship between attitudes and motivation of students in mathematics physics learning.</span>

2

Martínez-Sierra, Gustavo, Jonathan Cervantes-Barraza, and Lorena Jiménez-Sandoval. "Experiences of Mexican teenage students when choosing a math degree: A mathematical narrative identity study." Uniciencia 35, no. 1 (January 31, 2021): 245–64. http://dx.doi.org/10.15359/ru.35-1.15.

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There is little qualitative research on mathematics education focused on the experiences of young students when choosing a mathematics degree and how these experiences are assimilated into their mathematics life stories. The objective of this narrative inquiry is to identify the experiences of Mexican students who choose a mathematics degree through their mathematics life story. The conceptualization of a mathematical narrative identity divided into motivations, sources of motivation, and expectations allowed the identification of the following: (1) motivation of Mexican students for choosing a math degree, (2) sources of this motivation, and (3) future expectations related to this choice. This qualitative study was conducted based on a case study to prepare an in-depth analysis of multiple cases and frame them into a general description. Data was gathered from 47 interviews to collect students’ mathematics life stories. The four thematic analyses gave the following results: (1) the three main motivations were “liking mathematics”, self-efficacy belief, and the desire to become a “good teacher”, (2) the two main expectations were “being a good teacher” and “learning more mathematics”, and (3) the four main sources of motivations were self-efficacy belief, having “good teachers”, indirect experiences, and mastering knowledge. Results have similarities with the importance of self-efficacy beliefs and differences between “liking mathematics” and the desire to become a “good teacher” regarding the psychological explanations about the motivational forces to choose a math degree.

3

Murtianto, Yanuar Hery, Sutrisno Sutrisno, Nizaruddin Nizaruddin, and Muhtarom Muhtarom. "EFFECT OF LEARNING USING MATHEMATICA SOFTWARE TOWARD MATHEMATICAL ABSTRACTION ABILITY, MOTIVATION, AND INDEPENDENCE OF STUDENTS IN ANALYTIC GEOMETRY." Infinity Journal 8, no. 2 (September 30, 2019): 219. http://dx.doi.org/10.22460/infinity.v8i2.p219-228.

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Rapid development of technology for the past two decades has greatly influenced mathematic learning system. Mathematica software is one of the most advanced technology that helps learn math especially in Geometry. Therefore this research aims at investigating the effectiveness of analytic geometry learning by using Mathematica software on the mathematical abstraction ability, motivation, and independence of students. This research is a quantitative research with quasi-experimental method. The independent variable is learning media, meanwhile the dependent variables are students’ mathematical abstraction ability, motivation, and independence in learning. The population in this research was the third semester students of mathematics education program and the sample was selected using cluster random sampling. The samples of this research consisted of two distinct classes, with one class as the experimental class was treated using Mathematica software and the other is the control class was treated without using it. Data analyzed using multivariate, particularly Hotelling’s T2 test. The research findings indicated that learning using Mathematica software resulted in better mathematical abstraction ability, motivation, and independence of students, than that conventional learning in analytic geometry subject.

4

Setiawan, Agus. "Hubungan Kausal Penalaran Matematis terhadap Prestasi Belajar Matematika pada Materi Bangun Ruang Sisi Datar ditinjau dari Motivasi Belajar Matematika Siswa." Al-Jabar : Jurnal Pendidikan Matematika 7, no. 1 (June 10, 2016): 91–100. http://dx.doi.org/10.24042/ajpm.v7i1.133.

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This research is a comparative causal research with factorial design 3 3. The population of this study is all students of class VIII SMP Negeri 1 Simpang Pematang. Sampling was done by cluster random sampling. The sample of this research is students of class VIII B and VIII D. Instruments used to collect data is a test of learning achievement, mathematical reasoning test and student motivation questionnaire. Prior to use for data retrieval, achievement test instruments, reasoning tests and motivational questionnaires were first tested in mathematics. Hypothesis test using two way Anava test with unequal cell. The conclusions of this study are: (1) Students with high mathematical reasoning ability have better learning achievement than students with moderate mathematical reasoning ability, students have better learning achievement than students with low mathematical reasoning, and students with ability High mathematical reasoning has better learning achievement than students with low mathematical reasoning ability, (2) Students with high learning motivation have better learning achievement than students with moderate learning motivation, students with high learning motivation have better learning achievement than Students with low learning motivation, and students with learning motivation are having better learning achievement than students with low learning motivation, (3) There is no interaction between mathematical reasoning ability and motivation of learning mathematics to learning achievement Ar math.

5

Irhamna, Irhamna, Zul Amry, and Hermawan Syahputra. "Contribution of Mathematical Anxiety, Learning Motivation and Self-Confidence to Student’s Mathematical Problem Solving." Budapest International Research and Critics in Linguistics and Education (BirLE) Journal 3, no. 4 (November 3, 2020): 1759–72. http://dx.doi.org/10.33258/birle.v3i4.1343.

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The objectives of this study are to: (1) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the ability to solve mathematical problems simultaneously, (2) Analyze whether there is a contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving ability, (3) To analyze how big the contribution of mathematics anxiety, learning motivation and self-confidence to mathematical problem solving abilities simultaneously, (4) Analyze how much the contribution of mathematics anxiety, learning motivation and self-confidence to the partial mathematical problem solving abilit, (2) math anxiety questionnaire, (3) learning motivation questionnaire, (4) self-confidence questionnaire. Data analysis was performed by multiple linear regression analysis. The results showed: (1) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems simultaneously, (2) There is a contribution to mathematics anxiety, learning motivation, and self-confidence to the ability to solve mathematical problems partially, (3) Mathematical anxiety, learning motivation and self-confidence contributed 26% to the ability to solve mathematical problems simultaneously, (4) Mathematical anxiety contributed 8.5% to mathematical problem solving abilities, learning motivation contributed 15.8% to mathematical problem solving abilities and self-confidence contributed 16.7% to mathematical problem solving abilities.

6

Deringöl, Yasemin. "Primary school students’ mathematics motivation and anxieties." Cypriot Journal of Educational Sciences 13, no. 4 (December 26, 2018): 537–48. http://dx.doi.org/10.18844/cjes.v13i4.3462.

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Mathematics is necessary to enable children to gain the knowledge and skills required for daily life, it teaches them how to solve a problem, enables them to gain ways of thinking and prepares them for the future. The prejudice developed towards mathematics affects the students’ perceptions related to the mentioned course. The students’ low motivation and high anxiety concerning mathematics are among the most important problems encountered. This research was conducted with students in the third and fourth grades in primary schools in Istanbul province to examine their mathematics motivation and anxieties. It was concluded that students’ mathematics motivation was at a medium level and their mathematics anxieties were very low and there were no differences according to gender. Mathematics motivations among fourth grade students were higher than that of third grade students. It can be recommended that classroom teachers should prepare the environment in which they can introduce the entertaining world of mathematics to students. Keywords: Primary school student, mathematics, mathematics motivation and mathematics anxiety

7

Patta, Rahmawati, Muhammad Idris Jafar, and Syamsuddin S. "Pengaruh Gaya Kognitif dan Motivasi Belajar Matematika Terhadap Kemampuan Pemecahan Masalah Matematika Mahasiswa PGSD." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 3, no. 3 (September 18, 2019): 186. http://dx.doi.org/10.26858/jkp.v3i3.10215.

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This study aims to determine the effect of cognitive style and motivation to learn mathematics on the ability to solve mathematical problems. The research method used is ecso facto research by using the Geft test instrument to measure cognitive style, a learning motivation scale questionnaire and a test of mathematical problem solving abilities. The population in this study was PGSD Bone Campus VI FIP UNM students who programed an introductory course on basic mathematics. The data analysis technique used is Two-Way Anova. The results showed that (a) cognitive style significantly influenced the ability of mathematical problem solving, (b) the motivation to learn mathematics had a significant positive effect on the ability to solve mathematical problems, (c) the cognitive style and mathematics learning motivation together significantly influenced on the ability to solve mathematical problems, (d) there are differences in the ability to solve mathematical problems based on cognitive style and learning motivation where the independent field skills with high mathematical learning motivation results in the ability to solve mathematical problems in the good category. Conclusion cognitive style and motivation to learn mathematics have a significant influence on the ability to solve mathematical problems.

8

Gabriel, Florence, Sarah Buckley, and Abhinava Barthakur. "The impact of mathematics anxiety on self-regulated learning and mathematical literacy." Australian Journal of Education 64, no. 3 (October 6, 2020): 227–42. http://dx.doi.org/10.1177/0004944120947881.

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Self-regulated learning has been shown to have a positive and long-lasting impact on students’ academic development, employability and career progression. Emotions, motivation and metacognition play an important role in students’ ability to monitor and regulate their learning, particularly when studying and engaging with Science, Technology, Engineering and Mathematics content. In this study, we investigated motivational, emotional and cognitive factors involved in self-regulated learning and their role in mathematics learning. Specifically, we analysed the impact of mathematics anxiety and self-regulated learning on mathematical literacy using the Australian subset of Programme for International Student Assessment 2012. Mathematics anxiety is a barrier to mathematical learning and is thought to hinder students’ engagement and the efficiency of their metacognitive processes. Using structural equation modelling, we showed that instrumental motivation and self-concept affect mathematics anxiety, which in turn negatively impacts mathematical literacy by affecting perseverance and self-efficacy. We consider the practical implications of our results and discuss how interventions to reduce students’ mathematics anxiety will allow for the development and/or improvement of self-regulated learning skills in mathematics.

9

Timerbaeva, Nailya Vakifovna, Elmira Ildarovna Fazleeva, and Kadriya Barievna Shakirova. "The Role of the Subject “Mathematics” Content in the Learning Motivation." Journal of Computational and Theoretical Nanoscience 16, no. 12 (December 1, 2019): 5243–47. http://dx.doi.org/10.1166/jctn.2019.8594.

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The future of any country depends on the quality of education, in particular, mathematics. This paper represents an investigation of the possibilities of using motivation, which is one of the main conditions for improving the quality of teaching mathematics. Educational motivation, as a particular type of motivation, is determined by many factors: the educational system, the organization of the learning process, the subjective characteristics of a student and teacher. In our opinion, the factor associated with the very specificity of the subject matter “mathematics” remains insufficiently studied. Experience has shown that practice teachers and beginning teachers underestimate the role of motivation in teaching mathematics. They unconsciously or quite consciously skip the stage of motivation when introducing mathematical concepts, studying theorems, etc., not seeing the potential of the subject matter for the implementation of motivation. The purpose of the study is to identify the capabilities of the subject matter “mathematics” in the implementation of motivation, as well as the pedagogical conditions for preparing future teachers for its implementation. The research methods for this problem are the theoretical analysis of the knowledge of this issue, questionnaires, overt observation. The study showed that students and beginning teachers knowing the general techniques and methods of motivation do not see the potential possibilities of the subject of mathematics and specific topics for its implementation. At the same time, we have established that motivation can be carried out at any stage of training: by introducing mathematical concepts, algorithms, studying methods of action, methods for solving problems and theorems. Improving the training of future mathematics teachers is associated with the development of mathematical, pedagogical and methodological thinking of students, allowing motivation to introduce to study mathematics as a subject. To do this, in the classes on the teaching methodology, it is worth to purposefully teach the methods of motivation for educational activity in all substantive lines of the school course in mathematics to supplement the training content with courses on the choice of “Methods of student motivation,” “The role of motivation in teaching mathematics,” “Motivation for learning through the content of the subject.

10

Rodríguez, Susana, Iris Estévez, Isabel Piñeiro, Antonio Valle, Tania Vieites, and Bibiana Regueiro. "Perceived Competence and Intrinsic Motivation in Mathematics: Exploring Latent Profiles." Sustainability 13, no. 16 (August 4, 2021): 8707. http://dx.doi.org/10.3390/su13168707.

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This study aims to use a person-centred approach to identify possible student motivational profiles in mathematics. These profiles are made up of various combinations of two motivational variables: perceived competence and intrinsic motivation. Once the profiles are identified, we examine the differences between them in negative emotions and mathematics performance. Our sample comprised 863 students (50.2% boys, 49.8% girls) aged between 9 and 13 years old. The results indicated three motivational profiles. One group of students with moderately high perceived competence and intrinsic motivation who demonstrated the best performance and the lowest levels of negative feelings about themselves. A second group was defined by moderately low levels of perceived competence and intrinsic motivation. The third group was characterized by very low perceived competence and low intrinsic motivation and demonstrated the worst performance in mathematics and the highest levels of anxiety and negative emotions towards mathematics.

Більше джерел

Дисертації з теми "Mathematics Motivation":

1

Nyman, Martin. "What do students’ feel about mathematics? : Compulsory school students’ emotions and motivation towards mathematics." Licentiate thesis, Stockholms universitet, Institutionen för matematikämnets och naturvetenskapsämnenas didaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-186626.

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This licentiate thesis deals with compulsory school students’ expressed emotions and motivation towards mathematics. Theoretically, it has been guided by Hannula’s meta-theory on affect (e.g., 2012), of which emotion and motivation are part. In this thesis, emotion is defined using models from Schirmer (2015), and motivation correspondingly by Shunk et al. (2010). In the analysis, a model for emotion developed by Lövheim (2012), and models for motivation proposed by Ryan & Deci (e.g., 2000) and later further developed by Sumpter (2012), were adopted. This thesis focuses on two studies. In the first study, in search of nuanced knowledge about students’ experiences of mathematics, a primarily qualitative approach was adopted in interviews conducted with 19 primary school students. The results reported in Paper I (Nyman & Sumpter, 2019) confirm previous research which found that students express both intrinsic and extrinsic motivation for doing mathematics. But the results also indicate further motivational nuances, and I propose a division of each dimension into six subcategories. The results reported in Paper II (Nyman, in press) indicate that students’ negative emotions towards mathematics are directed towards themselves, as shame or distress, and not externally as anger. The results also indicate that there are connections between emotion and other affective concepts such as motivation and social dimensions, but also more technical aspects, for example, being allowed to listen to music. The second study, reported in Paper III (in preparation), gathered questionnaire data from 222 grade 8 and grade 9 students, and aimed to compare differences between the two grades as well as between boys and girls. The results show that the only significant difference between boys and girls is on issues relating to motivation: Girls generally express being more extrinsically motivated to doing mathematics than boys.

2

Klowss, Jacqui. "Using History to Teach Mathematics." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-80402.

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Students today need to be taught not only the real life context of their mathematics lessons but also the historical context of the theory behind their mathematics lessons. Using history to teach mathematics, makes your lessons not only interesting but more meaningful to a large percentage of your students as they are interested in knowing the who, how and why about certain rules, theorems, formulas that they use everyday in class. Students are captivated by learning the history behind mathematicians, rules, etc. and therefore can link the lesson to something in history and a concept. Even learning the mathematics behind historical events motivates and interests them. They cannot get enough!

3

Hjalmarsson, Frida. "Motivation : Kan en lärares undervisning bidra till elevens motivation i matematik?" Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-69373.

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Lärandet i matematik styrs av elevens motivation till ämnet. Syftet med studien är att ta reda på vilka olika faktorer i undervisningen som kan påverka elevens motivation inom ämnet matematik. För att skapa en forskningsöversikt har en systematisk litteraturstudie genomförts för att utveckla och presentera en fördjupning i de teman som blivit synliga. Två tydliga teman växte fram, Spel och Undervisningsfaktorer och det är dessa teman som undersökts för att finna vilka faktorer som kan påverka elevens motivation. Resultatet av studien visar att lärarens undervisning och hur den genomförs, har en betydande roll för hur eleven kommer finna och utveckla sin motivation till matematik. Aktiv undervisning visar sig vara en avgörande faktor till hur elevens motivation ter sig till matematiken. Pedagogiska spel i matematiken visar sig även ha en positiv inverkan på elever med inlärningssvårigheter, men lämpar sig väl för alla elever.
The teaching in mathematics is influenced by the student's motivation to mathematics. The main purpose of this study is to find factors in the teacher´s methods that can have an effect on the pupil´s motivation in mathematics. In order to create a research overview, a systematic literature study has been conducted, to then later on, deepen the topics that have become visible. Two themes were clearly emerged, Games and Activities and Teaching factors, and these themes were examined to find out which factors can affect the pupil´s motivation. The result of the study shows that the teacher´s methods and how they are implemented, has a significant role in how the pupils will find and experience motivation for math. Active teaching proves to be an important factor for the student's motivation and how it appears in the mathematical subject. The result also shows that educational games in maths education have a positive impact on all pupils, and especially for pupils with learning disabilities.

4

Butler, Douglas. ""Mathematics online and mathematics mobile - where is all this going?"." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82289.

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5

Hart, Janelle Marie. "Contextualized Motivation Theory (CMT) : intellectual passion, mathematical need, social responsibility, and personal agency in learning Mathematics /." Diss., CLICK HERE for online access, 2010. http://contentdm.lib.byu.edu/ETD/image/etd3393.pdf.

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6

Csikszentmihalyi, Mihaly, and Ulrich Schiefele. "Motivation and ability as factors in mathematics experience and achievement." Universität Potsdam, 1995. http://opus.kobv.de/ubp/volltexte/2009/3366/.

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This study examined relationships among interest, achievement motivation, mathematical ability, the quality of experience when doing mathematics, and mathematics achievement. One hundred eight freshmen and sophomores (41 males, 67 females) completed interest ratings, an achievement motivation questionnaire, and the Preliminary Scholastic Aptitude Test. These assessments were followed by 1 week of experience sampling. Mathematics grades were available from the year before the study started, from the same year, and from the following 3 years. In addition, a measure of the students' course level in mathematics was included. The results showed that quality of experience when doing mathematics was mainly related to interest. Grades and course level were most strongly predicted by level of ability. Interest was found to contribute significantly to the prediction of grades for the second year and to the prediction of course level. Quality of experience was significantly correlated with grades but not course level.

7

Johnston, Alexis Larissa. "Homework Journaling in Undergraduate Mathematics." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/26602.

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Over the past twenty years, journal writing has become more common in mathematics classes at all age levels. However, there has been very little empirical research about journal writing in college mathematics (Speer, Smith, & Horvath, 2010), particularly concerning the relationship between journal writing in college mathematics and college studentsâ motivation towards learning mathematics. The purpose of this dissertation study is to fill that gap by implementing homework journals, which are a journal writing assignment based on Powell and Ramnauthâ s (1992) â multiple-entry log,â in a college mathematics course and studying the relationship between homework journals and studentsâ motivation towards learning mathematics as grounded in self-determination theory (Ryan & Deci, 2000). Self-determination theory predicts intrinsic motivation by focusing on the fundamental needs of competence, autonomy, and relatedness (Ryan & Deci, 2000). In addition, the purpose of this dissertation study is to explore and describe the relationship between homework journals and studentsâ attitudes towards writing in mathematics. A pre-course and post-course survey was distributed to students enrolled in two sections of a college mathematics course and then analyzed using a 2Ã 2 repeated measures ANOVA with time (pre-course and post-course) and treatment (one section engaged with homework journals while the other did not) as the two factors, in order to test whether the change over time was different between the two sections. In addition, student and instructor interviews were conducted and then analyzed using a constant comparative method (Anfara, Brown, & Mangione, 2002) in order to add richness to the description of the relationship between homework journals and studentsâ motivation towards learning mathematics as well as studentsâ attitudes towards writing in mathematics. Based on the quantitative analysis of survey data, no differences in rate of change of competence, autonomy, relatedness, or attitudes towards writing were found. However, based on the qualitative analysis of interview data, homework journals were found to influence studentsâ sense of competence, autonomy, and relatedness under certain conditions. In addition, studentsâ attitudes towards writing in mathematics were strongly influenced by their likes and dislikes of homework journals and the perceived benefits of homework journals.
Ph. D.

8

Washington, Arnita. "THE EFFECTS OF LITERATURE ON STUDENT MOTIVATION AND CONNECTIONS IN MATHEMATICS." Master's thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3708.

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The purpose of this study was to determine the effects of literature use in the middle grades mathematics curriculum on student motivation and connections. This study involved collecting several types of data regarding students' attitudes, motivation, and their abilities to make real-world connections. Findings from pre and post attitude surveys indicated that literature use in the mathematics curriculum has no effect on students' attitudes towards mathematics. Furthermore, findings from journal entries, students' work, and interview responses indicate that although students find storybooks fun and interesting, their use does not seem to lead to increases in students' understanding of mathematics. However, findings from journal entries, students' work and interview responses indicated that students were better able to make real-world connections through storybooks that were meaningful to their lives. Suggestions for future research should include comparative studies on the effects of literature on student performance in middle grades mathematics.
M.Ed.;
Department of Teaching and Learning Principles
Education
Mathematics Education

9

Savage, Kendrick Laterrell. "Mathematical motivation beliefs| A study on the influences of the mathematical motivation beliefs of students in a predominantly African American environment in Mississippi." Thesis, Mississippi State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10242162.

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The purpose of this study is to examine the influences certain factors have on the mathematical motivation beliefs of students in a predominantly African American setting. Mathematical motivation beliefs, for the purpose of this study, are defined as the components mathematical self-efficacy and mathematical value, both represented as dependent variables in the study. 4 independent variables were studied as potential influences regarding mathematical motivation beliefs. The variables included parental influences, teacher influences, mathematical anxiety, and the environment/setting. This research was conducted using 2 high schools in a rural area in East Mississippi. The 1^st high school was predominantly African American and the 2^nd high school was predominantly Caucasian. 4 scales were selected for this research study. The Mathematics Confidence Scale, developed by Dowling (1978), Mathematics Problems Performance Scale (Dowling, 1978), Fennema-Sherman Mathematics Attitude Scale (Fennema, 1976), and My Class Activities Survey (MCA, Schweinle & Mims, 2009) were all used. Findings revealed that teacher influence predicted the mathematical motivation beliefs of students in a predominantly African American school environment the most. Findings also indicated that math anxiety significantly predicted math value and self-efficacy in both classroom environments. Lastly, findings revealed that mathematical problem solving was significantly predicted by mathematical self-efficacy for students in a predominantly African American environment.

10

Dauti, Hamdije. "Elevers inställningar till matematik och deras motivation till lärande – i relation till matematikresultaten(Pupils attitude for mathematics and their motivation for learning - in relation to mathematical results)." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29449.

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Анотація:

Syftet med denna studie är att undersöka kopplingen mellan resultaten i matematik i förhållande till elevers inställning och elevers motivation till matematik. Enligt TIMSS och andra forskningsresultat finns det ett samband mellan elevers inställning och vilka resultat eleverna uppnår. Om kopplingen mellan skolresultat och andra faktorer har utbildningsforskarna Thomson & Wery(2013), dragit slutsatser att motivationen är en viktig nyckel till elevers skolframgång. Utifrån liknande teorier och undersökningsresultat bestämdes att närmare undersöka elevers inställningar till matematik och deras motivation till att lära sig matematik. Undersökningens frågeställningar är: 1. Vad har eleverna för inställning till matematik och matematikämnet? 2. Vilken typ av motivation är mer vanligt bland lågstadieelever? Metoden för att kunna besvara mina frågeställningar är en kvalitativ studie respektive intervjuer. Intervjuerna har genomförts med tio lågstadieelever, en grupp som enligt läraren lyckas mycket bra i ämnet matematik. För att kunna analysera elevers inställning till matematik och deras motivation till lärandet har jag använd mig av kvalitativ analysmetod utifrån fenomenografin. Analysprocessen har gått ut på att få ett helhetsintryck av datamaterialet och att uppmärksamma skillnader och likheter i elevers utsagor och slutligen att kategorisera deras uppfattningar i olika beskrivningskategorier och dra mina slutsatser. Resultatet i undersökningen visar att alla elever tycker att matematik är viktigt för framtida studier och/eller för vardagslivet. Däremot har majoriteten av mina informanter en negativ inställning till matematik och de flesta drivs av yttre motivation. Nyckelord: Attityd, Inställning, Matematik, Matematikämne, Motivation, PISA, TIMSS

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Книги з теми "Mathematics Motivation":

1

Maj, Bożena, Ewa Swoboda, and Konstantinos Tatsis. Motivation via natural differentiation in mathematics. Rzeszów: Wydawn. Uniwersytetu Rzeszowskiego, 2010.

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2

Heckhausen, Heinz. Motivation and action. Berlin: Springer-Verlag, 1991.

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Heckhausen, Heinz. Motivation and action. Berlin: Springer-Verlag, 1991.

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4

Brahier, Daniel J., and William R. Speer. Motivation and disposition: Pathways to learning mathematics. Edited by National Council of Teachers of Mathematics. Reston, VA: National Council of Teachers of Mathematics, 2011.

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5

Brahier, Daniel J., and William R. Speer. Motivation and disposition: Pathways to learning mathematics. Edited by National Council of Teachers of Mathematics. Reston, VA: National Council of Teachers of Mathematics, 2011.

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6

Hannula, Markku S., Pietro Di Martino, Marilena Pantziara, Qiaoping Zhang, Francesca Morselli, Einat Heyd-Metzuyanim, Sonja Lutovac, et al. Attitudes, Beliefs, Motivation and Identity in Mathematics Education. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32811-9.

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A, Middleton James. Motivation matters, and interest counts: Fostering engagement in mathematics. Reston, VA: National Council of Teachers of Mathematics, 2011.

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R, Johnson David. Motivation counts: Teaching techniques that work. Palo Alto, Calif: Dale Seymour, 1994.

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Hannula, Markku S. Affect and Mathematics Education: Fresh Perspectives on Motivation, Engagement, and Identity. Cham: Springer Nature, 2019.

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10

Grant, Philip C. The mathematics of human motivation: Applying the law of escalating marginal sacrifice : a cost-benefit framework for understanding the determinants of performance. Lanham, Md: University Press of America, 2008.

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Частини книг з теми "Mathematics Motivation":

1

Liberti, Leo, and Carlile Lavor. "Motivation." In Springer Undergraduate Texts in Mathematics and Technology, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60792-4_1.

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Moddleton, James A. "Motivation in Mathematics Learning." In Encyclopedia of Mathematics Education, 635–37. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-15789-0_117.

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Moddleton, James A. "Motivation in Mathematics Learning." In Encyclopedia of Mathematics Education, 460–63. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4978-8_117.

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Došlý, Ondřej, Julia Elyseeva, and Roman Šimon Hilscher. "Motivation and Preliminaries." In Pathways in Mathematics, 1–81. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19373-7_1.

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Torquato, Salvatore. "Motivation and Overview." In Interdisciplinary Applied Mathematics, 1–19. New York, NY: Springer New York, 2002. http://dx.doi.org/10.1007/978-1-4757-6355-3_1.

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Capiński, Marek, and Peter Ekkehard Kopp. "Motivation and preliminaries." In Springer Undergraduate Mathematics Series, 1–13. London: Springer London, 2004. http://dx.doi.org/10.1007/978-1-4471-0645-6_1.

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Capiński, Marek, and Peter Ekkehard Kopp. "Motivation and preliminaries." In Springer Undergraduate Mathematics Series, 1–13. London: Springer London, 1999. http://dx.doi.org/10.1007/978-1-4471-3631-6_1.

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Braun, Philipp, Lars Grüne, and Christopher M. Kellett. "Mathematical Setting and Motivation." In SpringerBriefs in Mathematics, 7–22. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-76317-6_2.

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Maaß, Jürgen, Niamh O’Meara, Patrick Johnson, and John O’Donoghue. "Motivation—Why Teach Applicable Mathematics?" In Mathematical Modelling for Teachers, 23–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00431-6_2.

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Naber, Gregory L. "Physical and Geometrical Motivation." In Texts in Applied Mathematics, 1–25. New York, NY: Springer New York, 2010. http://dx.doi.org/10.1007/978-1-4419-7254-5_0.

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Тези доповідей конференцій з теми "Mathematics Motivation":

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Shakirova, K. B. "Motivation In Teaching Mathematics." In IFTE 2018 - 4th International Forum on Teacher Education. Cognitive-Crcs, 2018. http://dx.doi.org/10.15405/epsbs.2018.09.24.

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Lipnik, Rok. "MOTIVATION FOR MATHEMATICS THROUGH FORMATIVE ASSESSMENT." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1864.

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Hashim Ali, Siti Aishah. "The motivation of lifelong mathematics learning." In PROCEEDINGS OF THE 20TH NATIONAL SYMPOSIUM ON MATHEMATICAL SCIENCES: Research in Mathematical Sciences: A Catalyst for Creativity and Innovation. AIP, 2013. http://dx.doi.org/10.1063/1.4801203.

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Campos, Helena, and Vânia Moreira. "MOTIVATION AS AN ESSENTIAL FACTOR IN MATHEMATICS LEARNING." In 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.1797.

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Arni, F., Darmawijoyo, and R. H. Simarmata. "Learning Mathematical Modeling: How is Junior High School Students’ Motivation Through Visual_Formed Problems?" In 1st International Conference on Mathematics and Mathematics Education (ICMMEd 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.072.

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Latif, Saiful, Susana Bahara, and Karman Nani. "The Hybridization of Mathematics in Literary Works to Increase Students’ Motivation in Learning Mathematics." In The 1st International Conference on Teaching and Learning. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008900402530259.

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Wibowo, Firmanul Catur, Lari Andres Sanjaya, Agus Setyo Budi, Esmar Budi, Bambang Heru Iswanto, and Dina Rahmi Darman. "Analysis on interest motivation instrument (IIM) for measure of interest and motivation of study doctoral physics education using RapidMiner." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0037470.

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Dofková, Radka, and Martina Uhlířová. "NEXT GENERATION CLASSROOM AS AN INSTRUMENT FOR MOTIVATION IN MATHEMATICS." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0174.

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Arisandi, Yusi, Suhadi lbnu, Subandi Subandi, and Sumari Sumari. "Vocational high school students’ motivation towards learning chemistry." In THE 4TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2020: Innovative Research in Science and Mathematics Education in The Disruptive Era. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0043417.

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Václavíková, Zuzana. "Promotional video as a motivation for learning science." In INTERNATIONAL CONFERENCE OF NUMERICAL ANALYSIS AND APPLIED MATHEMATICS ICNAAM 2019. AIP Publishing, 2020. http://dx.doi.org/10.1063/5.0027085.

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