Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms of the Research

TLDR

Few researchers have extended motivation theories to align with contemporary learning and classroom discourse research. The review aims to examine recent studies on motivation in mathematics education and to investigate how mathematics as a socially constructed field relates to students’ desire to achieve. The authors review recent studies in mathematics motivation, discussing findings from various research perspectives. The review identifies consistent conclusions about contextual factors, cognitive processes, and intervention benefits that influence motivational attitudes, while also noting criticisms of the field’s lack of theoretical guidance.

Abstract

In this review we examine recent research in the area of motivation in mathematics education and discuss findings from research perspectives in this domain. We note consistencies across research perspectives that suggest a set of generalizable conclusions about the contextual factors, cognitive processes, and benefits of interventions that affect students’ and teachers’ motivational attitudes. Criticisms are leveled concerning the lack of theoretical guidance driving the conduct and interpretation of the majority of studies in the field. Few researchers have attempted to extend current theories of motivation in ways that are consistent with the current research on learning and classroom discourse. In particular, researchers interested in studying motivation in the content domain of school mathematics need to examine the relationship that exists between mathematics as a socially constructed field and students’ desire to achieve.