Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks

Author(s)
Fielding, Jill
Geiger, Vincent
Miller, Jodie
Bruder, Regina
Towara, Ulrike
Ratnayake, Iresha
Publication Date
2022-05
Abstract
Strengthening Initial Teacher Education (ITE) students' capabilities to implement challenging mathematical tasks is a focus for policy and curriculum internationally. In this article, we report on motivational aspects of ITE students' engagement with challenging mathematical tasks as an outcome of an explorative study involving 41 Australian ITE students in their third year of a four-year program. Data collection instruments consisted of pre- and post-surveys and a focus group interview. The study was interpretive, utilizing both quantitative and qualitative techniques. Findings suggest ITE student motivation was most closely associated with situational interest and challenge served to both motivate and demotivate students.
Citation
Teaching and Teacher Education, v.113, p. 1-14
ISSN
1879-2480
0742-051X
Link
Publisher
Elsevier Ltd
Title
Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks
Type of document
Journal Article
Entity Type
Publication

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