Abstract
In this paper, we describe the impact of a mathematics game programming project on the
intrinsic motivation of eighth grade students (n = 8). We investigate which aspects of the project
contributed to student motivation based on a taxonomy that distinguishes individual (e.g.,
challenge) and interpersonal motivation aspects (e.g., recognition). We also employ these
aspects to compare the programming project to regular mathematics education. The findings
reveal that students appreciated the project because it was challenging and they had freedom of
choice. All group members had a positive attitude towards learning. In regular mathematics
classes, they experienced a lack of challenge while the freedom of choice was minimal.
intrinsic motivation of eighth grade students (n = 8). We investigate which aspects of the project
contributed to student motivation based on a taxonomy that distinguishes individual (e.g.,
challenge) and interpersonal motivation aspects (e.g., recognition). We also employ these
aspects to compare the programming project to regular mathematics education. The findings
reveal that students appreciated the project because it was challenging and they had freedom of
choice. All group members had a positive attitude towards learning. In regular mathematics
classes, they experienced a lack of challenge while the freedom of choice was minimal.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education |
| Editors | U. T. Jankvist, M. van den Heuvel-Panhuizen, M. Veldhuis |
| Place of Publication | Utrecht, the Netherlands |
| Publisher | Freudenthal Group & Freudenthal Institute, Utrecht University and ERME |
| Pages | 1565-1572 |
| Number of pages | 8 |
| ISBN (Print) | 978-90-73346-75-8 |
| Publication status | Published - 2019 |
Keywords
- Intrinsic motivation
- autonomy
- mathematics education
- programming