Definition
The impetus for and maintenance of mathematical activity. Mathematics learning, as goal-directed behavior, involves the development of expectations, values, and habits that constitute the reasons why people choose to engage and persevere on the one hand or disengage and avoid on the other, in mathematics and mathematically related pursuits.
Characteristics and Findings from Various Theoretical Perspectives
The history of motivation research applied to mathematics learning began with the study of biological drives and incentive in the first decades of the twentieth century (see Brownell 1939for a good review of this perspective as applied to education). Following the tenets of classical and operant (instrumental) conditioning, it was found that if a reinforcer was provided for successfully completing a behavior, the probability of that behavior occurring in the future under similar circumstances would increase. Additionally, Thorndike found that the intensity of the...
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Bettinger EP (2008) Paying to learn: the effect of financial incentives on elementary school test scores. Paper presented at the CESifo/PEPG conference on economic incentives: do they work in education? Insights and findings from behavioral research. Article available online: https://www.cesifo-group.de/link/ei08_Bettinger.pdf
Brownell WA (1939) Theoretical aspects of learning and transfer of learning. Rev Educ Res 9(3):255–273
Cordova DI, Lepper MR (1996) Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice. J Educ Psychol 88(4):715–730
Covington MV (2000) Goal theory, motivation, and school achievement: an integrative review. Annu Rev Psychol 51:171–200
Eccles JS, Wigfield A (2002) Motivational beliefs, values, and goals. Annu Rev Psychol 53:109–132
Gentile JR, Monaco NM (1986) Learned helplessness in mathematics: what educators should know. J Mathl Behav 5(2):159–178
Goldin GA, Epstein YM, Schorr RY, Warner LB (2011) Beliefs and engagement structures: behind the affective dimension of mathematical learning. ZDM 43(4):547–560
Hall GS (1911) Educational problems. D. Appleton, New York
Hannula M (2012) Exploring new dimensions of mathematics-related affect: embodied and social theories. Res Math Educ 14(2):137–161
Hidi S, Renninger KA (2006) The four-phase model of interest development. Educ Psychol 41(2):111–127
Hoffman B (2010) “I think I can, but I’m afraid to try”: the role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learn Individ Differ 20(3):276–283
Jansen A (2006) Seventh graders’ motivations for participating in two discussion-oriented mathematics classrooms. Elem Sch J 106(5):409–428
Kloosterman P (1988) Self-confidence and motivation in mathematics. J Educ Psychol 80(3):345–351
Köller O, Baumert J, Schnabel K (2001) Does interest matter? The relationship between academic interest and achievement in mathematics. J Res Math Educ 32(5):448–470
Middleton JA (1995) A study of intrinsic motivation in the mathematics classroom: a personal constructs approach. J Res Math Educ 26(3):254–279
Middleton JA, Spanias P (1999) Motivation for achievement in mathematics: findings, generalizations, and criticisms of the recent research. J Res Math Educ 30(1):65–88
Middleton JA, Toluk Z (1999) First steps in the development of an adaptive, decision-making theory of motivation. Educ Psychol 34(2):99–112
Pedro JD, Wolleat P, Fennema E, Becker AD (1981) Election of high school mathematics by females and males: attributions and attitudes. Am Educ Res J 18(2):207–218
Thorndike EL (1927) The law of effect. Am J Psychol 39(1):212–222
Urdan T, Schoenfelder E (2006) Classroom effects on student motivation: goal structures, social relationships, and competence beliefs. J Sch Psychol 44(5):331–349
Weiner B (1980) The role of affect in rational (attributional) approaches to human motivation. Educ Res 9(7):4–11
Wentzel KR, Battle A, Russell SL, Looney LB (2010) Social supports from teachers and peers as predictors of academic and social motivation. Contemp Educ Psychol 35(3):193–202
Wolters CA (2004) Advancing achievement goal theory: using goal structures and goal orientations to predict students’ motivation, cognition, and achievement. J Educ Psychol 96(2):236–250
Wolters CA, Pintrich PR (1998) Contextual differences in student motivation and self-regulated learning in mathematics, English and social studies classrooms, Instr Sci 26(1–2):27–47
Zimmerman BJ, Schunk DH (eds) (2011) Handbook of self-regulation of learning and performance. Taylor & Francis, London
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2020 Springer Nature Switzerland AG
About this entry
Cite this entry
Moddleton, J.A. (2020). Motivation in Mathematics Learning. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Cham. https://doi.org/10.1007/978-3-030-15789-0_117
Download citation
DOI: https://doi.org/10.1007/978-3-030-15789-0_117
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-15788-3
Online ISBN: 978-3-030-15789-0
eBook Packages: EducationReference Module Humanities and Social SciencesReference Module Education