New Perspective on Students’ Motivation to Learn Mathematics (original) (raw)
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There are many factors affect mathematics teaching and learning. Teachers' beliefs, perceptions, attitudes and many other factors play important roles for mathematics teaching and learning. Research indicates that teachers' beha- viors directly affect pupils' behavior. This suggests that if te- achers have positive views on mathematics, children in their classes might have positive attitudes towards mathematics. So, what teachers do in the classrooms is very important. The- refore student teachers' training is also very important. This study aimed to take student teachers' view on mathematics te- aching and learning. For this aim student teachers were asked about the role of motivation, in particular. Interview as quali- tative research technique was used and student teachers who were in their last year of teacher training program were inter- viewed in this study. Limited sample of student teachers were interviewed for gathering detailed data. Only findings belon...
2003
There are many factors affect mathematics teaching and learning. Teachers' beliefs, perceptions, attitudes and many other factors play important roles for mathematics teaching and learning. Research indicates that teachers' behaviors directly affect pupils' behavior. This suggests that if teachers have positive views on mathematics, children in their classes might have positive attitudes towards mathematics. So, what teachers do in the classrooms is very important. Therefore student teachers' training is also very important. This study aimed to take student teachers' view on mathematics teaching and learning. For this aim student teachers were asked about the role of motivation, in particular. Interview as qualitative research technique was used and student teachers who were in their last year of teacher training program were interviewed in this study. Limited sample of student teachers were interviewed for gathering detailed data. Only findings belong interviews are presented in this study.
Motivation Towards Mathematics in Relation to Academic Performance of 10th Grade Students
https://www.ijrrjournal.com/IJRR\_Vol.10\_Issue.1\_Jan2023/IJRR-Abstract31.html, 2023
Learning and success depend on motivation. In the context of education, motivation is viewed as having a multi-dimensional structure that is linked to learning and academic motivation. Motivation can be interpreted in a variety of ways. In the field of education, motivation is a tridimensional phenomena made up of an individual's beliefs in their capacity to complete a given task, their motivations and objectives for completing the assignment, and their emotional reaction to completing the task. This study aims at investigating to find out the difference of Mathematics motivation between Secondary Boys and Secondary Girls Students. The researcher also attempts to find out the relationship between Mathematics Motivation and Academic Achievement of Secondary Students. The researcher chose a threedimensional test to assess mathematics motivation. 163 pupils in the tenth grade were chosen by the purposive sample method from the districts of Nadia and North 24 Parganas under West Bengal Board of Secondary Education. The analysis was done through 't' test and correlation method. The study indicated that pupils' desire for mathematics varied significantly by gender, but there was no significant difference between urban and rural students or across any stratum among them.
International Journal of Social Sciences and Education (IJSSE), 2013
The aim of this study is the 3rd, 4th and 5th class primary students to determine the relationship between the attitudes and motivations for mathematics. 3rd, 4th and 5th Class primary students in Selçuk town of İzmir reading in public school have been the universe of study. Sampling rate of the universe of the study was conducted in the cluster. 257 students were enrolled in sample from 3rd, 4th and 5th class students. The data of study was developed by the researchers "Mathematics Motivation Scale" and Geban, Ertepınar and others were developed by the "Mathematics Attitude Scale" is used. Developed by the researchers' math lesson motivation scale "of the Cronbach's Alpha value, 0.82, Geban, Ertepınar and the others were developed by the" Mathematics Attitude Scale "value of the Cronbach's alpha, was 0.78. The level of motivation of 3rd, 4th and 5th grade students in mathematics and =2.71with 84.1% "agree" shape. 3rd, 4th and 5th grade students 'attitudes towards mathematics and = 4.21with the level of 59.2%"totally agree" shape. There is no significant relationship between 3rd, 4th and 5th grade students in mathematics motivation and attitude(r =0.010).
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The aim of this research was to determine whether teaching mathematics in an interesting way has an effect on increasing motivation and success of high school students. With this purpose, an experimental research was carried out with comparative groups in high schools in Čitluk, Ljubuški and Mostar on a sample of 300 students. Interesting teaching methods were utilised with students in the experimental group, while the control group worked in a traditional way. The survey questionnaire and the test of knowledge served as measuring instruments. Testing was performed at the beginning and at the end of the study. Lykert-type scale was used to test internal motivation while statistical significance of statistical significance of differences was measured using the mixed ANOVA model 2x2 and t-test. The results show a better effect of interesting teaching on the success of students, as well as an increase in students' motivation to learn mathematics. Therefore, it is recommended to apply interesting methods in teaching mathematics.
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Motivation has a very important role in encouraging students to study with full attention and concentration in receiving lessons so that the expected learning objectives can be achieved, one of which is indicated by increased learning outcomes. This research aimed to know the effect of motivation on students' mathematics learning outcomes. This type of research is a correlational study using a survey method. The event surveyed in this study is the effect of motivation on students' mathematics learning outcomes in the new normal era. The subjects of this study were 115 students from one of the state junior high schools in Batam City who were selected using a random sampling technique. Data collection techniques in this research used a questionnaire. The data collected is data about students' motivation and mathematics learning outcomes which were analyzed using descriptive and inferential statistics. The results showed that the average value of student learning outcomes w...
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In this research the motivation for learning mathematics was tested,as well as the effect of grades on the motivation of primary school level students. On a sample of N=100 participants, primary school students, we conducted a survey, the results of which show that the participants are more motivated with extrinsic factors, then intrinsic factors for learning mathematics. Grades are the main factor that has the most influence on the motivation level of students for learning mathematics, because students need good grades for their further education. The results also show that punishment and rewards from parents for bad and good grades has no effect on the motivation level of students.
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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.