Abstract
The aim of this article is to discuss how mathematics teaching with a closer connection to students’ vocational orientation can increase their motivation to learn mathematics. This article uses a motivation theory called self-determination theory to analyse interviews and observations made in two different studies investigating mathematics in vocational education. The results indicate that there are many vocational students who are unmotivated to learn mathematics because they do not see any relevance in the subject. However, there seem to be positive aspects regarding vocational students’ motivation to learn mathematics when they are given the opportunity to work with vocational-integrated mathematics tasks, especially in a vocationally authentic environment. In relation to self-determination theory, it is possible to see increased motivation linked to a sense of meaningfulness, competence and self-determination, as well as increased social collaboration. However, teachers need to be observant of students’ goals for their studies, so that even those who do not see a future in the vocation they are training for will find motivating factors for their learning in mathematics.
Publisher
Linkoping University Electronic Press
Reference52 articles.
1. Bellander, E., Blaeslid, M., & Björklund Boistrup, L. (2017). Matematik i yrkes-program: En modell för två ämnens relationer med varandra [Mathematics in vocational programs: A model for how two subjects relate to each other]. Forskning om undervisning och lärande, 2(5), 52–77.
2. Berger, J.-L., & Karabenick, S. A. (2011). Motivation and students’ use of learn-ing strategies: Evidence of unidirectional effects in mathematics classrooms. Learning and Instruction, 21(3), 416–428. https://doi.org/10.1016/j.learninstruc.2010.06.002
3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualita-tive Research in psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
4. Brophy, J. E. (2010). Motivating students to learn (3rd ed.). McGraw-Hill. https://doi.org/10.4324/9780203858318
5. Cents-Boonstra, M., Lichtwarck-Aschoff, A., Denessen, E., Haerens, L., & Aelterman, N. (2019). Identifying motivational profiles among VET stu-dents: Differences in self-efficacy, test anxiety and perceived motivating teaching. Journal of Vocational Education & Training, 71(4), 600–622. https://doi.org/10.1080/13636820.2018.1549092
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献
1. Hvordan tilrettelegge for læring av yrkesteori?;Nordic Journal of Vocational Education and Training;2023-09-13