Elevmotivation i matematikämnet – en systematisk litteraturstudie om effekter av motivationsfrämjande interventioner

Abstract

The aim of this study is to identify evidence-based interventions that work effectively for teachers to increase the motivation of junior high school and high school students in mathematics. A systematic literature study review, i.e. a meta-analysis, based on searches with specific inclusion criteria in the ERIC database, has led to an indicative result. The results showed positive effects on students' motivation in studies that in the learning process focus on: technical support in the learning process to create a stimulating and challenging learning environment; metacognitive methods through student-centered self-regulation (e.g. shaping positive identities, reporting academic learning time) and teacher support (e.g. written reflections, inquiries); cooperative collaboration to develop students' social skills and collaboration in social integration by relating abstract mathematics to students' real life, history and culture. Evidence-based results from several studies showed that students become more motivated and more engaged in mathematics learning when they have higher perceptions of and belief in their own abilities in mathematics, when teaching instructions relate to their daily lives, and when they have good access to teacher and peer support for their learning needs.