Progression of motivation for mathematics education, from primary to secondary school

Through focus group interviews this thesis seeks to explore motivation for mathematics education for 7th grade students (final year of Norwegian primary schooling) and 10th grade students (final year of Norwegian secondary schooling). Researching similarities and differences between 7th and 10th grade students. The theoretical framework of Middleton, Jansen and Goldin (2016) was adapted for defining motivation in mathematics education, adding social factors. Focus group interviews with three groups of both sets of students took place, and four individual cases were analysed using Bronfenbrenner’s theory of bioecology (Bronfenbrenner, 2005). A multiple-case study analysis was chosen to explore the students of lowest and highest motivational levels, to highlight the outliers of motivational levels. The findings show how most students in the study from both 7th and 10th grade describe lacking motivation for mathematics education. Social factors allowed a large degree of autonomous and independent work for mathematics students but put emphasis on distractions rather than improving mathematical skills for social standing. Self-efficacy beliefs were crucial for any other motivational factor to be influential. Thus, giving few social incentives to improve and engage with the teaching, limiting chances to experience intrinsic motivation (Ryan & Deci, 2000). The biggest difference in motivation between 7th and 10th grade is the influence of testing and grades, which for several 10th graders meant frequent experiences of negative affect. For all 10th graders grades were a measurement of achievement, comparing results and progression to that of their peers. Only students of high motivation regarded testing, grades, and the progression of difficulty in mathematics as positive challenges which had its basis in intrinsic motivation. Social factors were found to be vital when students interpreted their own mathematics competence for both sets, and in turn influenced all other factors of motivation