Article Review
Motivation for achievement in mathematics: Findings, generalizations and
criticisms of the research
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Middleton, J., & Spngias, P. (1999).
Motivation for achievement in mathematics: Findings, generalizations, and
criticisms of the research. Journal for
Research in Mathematics Education, 30(1), 65-88.
In this
paper, the authors examine recent research in the field of motivation in
mathematics education. They also discuss the findings from research in this
area. They noted some consistencies across research perspectives that concluded
that there were some generalizations. Generalization was made in the
conclusions made about the factors, processes and benefits of aspects that
influence the motivational attitudes of both students and teachers.
The
authors criticize the lack of the theoretical guidance that aid in the
conducting and interpretation of most of the studies in this field. Only few
researchers have tried to use current theories of motivation in order to have
consistency in with current research on the learning process in the classroom
situation (Middleton, & Spngias, 1999).
Those
researchers who are interested in examining motivation in the field of school
mathematics are required to assess the link that exists between the desire of
the students to achieve and the field of mathematics.
Results
from research conducted in the national level indicate that the American
students tend to find pleasure and enjoy in doing mathematics when in the
primary level. However, this interest reduces dramatically as the students’
progress with education at the high school level. Despite students
understanding the importance of mathematics, many of those who had an interest
in exploiting mathematics more are loosing that interest.
The author
also laments about the fact that many of the children do not have the desired
mathematical knowledge that is required of them in order to be functional in
the current society that is increasingly incorporating technology.
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