Extrinsic motivation for learning mathematics

Abstract

Mathematics is a subject where lower performances are presented. A possible cause of this phenomenon may be linked to the fact that teachers take more into account the cognitive aspects than the motivational ones, for this reason the present research was developed whose objective was to analyze the extrinsic motivation for learning mathematics in students of the tenth year of the Julio Moreno Espinosa Educational Unit. Methodologically it was quantitative, descriptive, non-experimental, cross-sectional. We worked with a census sample of 206 students in the tenth year of Basic General Education, to whom a questionnaire was applied. As a result, it was obtained that 95.15% of the students believed that they had a medium extrinsic motivation from their mathematics teacher. Concluding that the extrinsic motivational factors and strategies studied have been partially neglected by mathematics teachers.