Educ 5420 discussion unit 4 doc11

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Nov 24, 2024

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Motivation in High School Mathematics Education Motivation is crucial to student success and achievement in the educational setting. Among the various types of motivation discussed in the literature, intrinsic and achievement goal theories are particularly influential. This discussion will explore these two types of motivation and suggest strategies for enhancing internal motivation in high school mathematics, drawing on research from Nicholls (1984), Ryan and Deci (2000), and other relevant sources. Intrinsic Motivation and its Impact on Learning Intrinsic motivation is engaging in an activity for the inherent satisfaction and pleasure derived from the activity rather than for external rewards or pressures (Ryan & Deci, 2000). In high school mathematics, fostering intrinsic motivation is essential for sustained interest and a deeper understanding of the subject. As a high school math teacher, creating an environment that nurtures intrinsic motivation involves connecting mathematical concepts to real-world applications and demonstrating the relevance of mathematical skills in everyday life. For instance, incorporating practical examples such as budgeting, statistics in sports, or coding applications can help students see the value and applicability of mathematical concepts beyond the classroom (Ryan & Deci, 2000). Moreover, providing students with autonomy and choices in their learning can enhance intrinsic motivation. Allowing students to select projects, topics, or problem-solving approaches taps into their natural curiosity and encourages a sense of ownership in their learning process (Ryan & Deci, 2000). Achievement Goal Theory: A Framework for Success As outlined by Nicholls (1984) and expanded by Senko (2016), achievement goal theory emphasizes the importance of individuals' perceptions of competence and achievement goals in shaping motivation. Students' beliefs about their abilities and the goals they set significantly impact their engagement and persistence in learning. To promote internal motivation using achievement goal theory, educators can create a mastery-oriented environment focusing on developing skills and understanding rather than grades or performance outcomes (Senko, 2016). Providing constructive and specific feedback that highlights progress and improvement fosters a mastery-oriented mindset among students (Senko, 2016).

Additionally, setting challenging yet attainable goals aligns with the principles of achievement goal theory. Breaking complex problems into manageable steps and celebrating incremental successes helps build students' confidence and reinforces a sense of competence, contributing to sustained motivation (Senko, 2016; Wigfield & Eccles, 2000). References: Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91 (3), 328- 346. http://gribouts.free.fr/psycho/menace%20du%20st%E9r%E9o/nicholls%20- %20malleable.pdf Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivation: Classic definitions and new directions. Contemporary Issues in Education, 25 , 54- 67. https://selfdeterminationtheory.org/SDT/documents/2000_RyanDeci_IntExtDefs.pdf Senko, C. (2016, January). Achievement goal theory: A story of early promises, eventual discords, and future possibilities. In K. Wentzel., & D. Miele. (Eds.), Handbook of Motivation at School, Vol. 2 . Researchgate. Retrieved from Researchgate. Wigfield, A., & Eccles, J. S. (2000, January). From expectancy-value theory of achievement motivation . Contemporary Educational Psychology, 25 (1), pp. 68– 81. https://www.sciencedirect.com/science/article/pii/S0361476X99910159

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