Earticle

The purpose of this study is to develop a consistent structure that explains mathematics learning motivation based on self-determination theory. To achieve this purpose, we examine the operational definition of motivation, the identification of factors affecting motivation, and the teaching strategies to strengthen students’ motivation. As a result of the study, based on the operational definition of motivation, the mathematics learning motivation is an adaptive process to use one’s will according to the value of each student in the mathematics subject. The factors affecting the mathematics learning motivation include basic needs for relatedness, autonomy, and competence, and suggested teaching strategies to support them. Through the list of teaching strategies presented in this study, we hope that teachers will integrate in different ways to develop and apply teaching strategies suitable for their mathematics classrooms.

The purpose of this study is to examine the factors that affect the motivation of mathematics learning, focusing on the case of classes using mathematical materials. To achieve this purpose, we define motivation manipulatively, investigate factors affecting motivation, and explore educational strategies based on what we have obtained through class case study. As a result of two cases, the class using mathematical materials showed the possibility of having a positive effect on the motivation of mathematics learning by bringing students' interest and enabling aesthetic approach. Based on the results of this case study, I expect that the mathematics school district will be actively used in the mathematics school room, and various teaching strategies for improving motivation will be developed and applied.

The purpose of this study is to find the motivational factors for mathematics learning and to explore specific teaching strategies. We first try to explain the need for motivation in learning, define what the motivation for mathematics learning is, and explain it. Based on this definition, we investigated what factors are driving the motivation for mathematics learning that affect the student's learning. As a result, we were able to find intrinsic and extrinsic motivations as factors of motivation for mathematical learning. The intrinsic motivation factors were interest and self-efficacy. And external motivation factors were external rewards. Finally, we describe a specific teaching strategy that can support interest, self-efficacy, and extrinsic rewards. Therefore, we hope that the specific strategies presented in the study will help teachers organize their math classes.

The purpose of the study is to theoretically consider mathematics learning motivation on the basis of organismic approach. For this purpose, we examined the operational definitions of learning motivation, the factors to improve mathematics learning motivation, and the teaching strategies to foster students’ mathematics learning motivation on the basis of organismic approach. As a result of the study, based on the operational definition of mathematics learning motivation, The factors to improve mathematics learning motivation included organismic psychological needs for autonomy, competence, and relatedness. The teaching strategies to foster students' mathematics learning motivation suggested forming norms and scaffolding. Through the analysis, we hope that more studies on mathematics learning motivation in school field will be conducted based on the study.