Motivation and conceptions that elementary education students attribute to their academic performance in mathematics

Abstract

The objective of this study was to know in elementary education students from Colombia, what their motivation in mathematics is, and to identify the conceptions to which they attribute academic performance.The qualitative methodology allowed to approach the experiences of thirty-one students and the teacher´s mathematics through observation and interviews. Among the main results, it was found that the extrinsic motivation promoted by the parents and teacher predominates, while the intrinsic motivation is manifested in the self-regulation and in the satisfactory and advanced mathematics achievement of four students. It is found that the classroom environment is not favorable for learning, although there are good interpersonal relationships between student-students and teacher-students. Responsibility, understanding and liking for mathematics are aspects attributable to good achievement, while disorder, indiscipline and lack of attention to the teacher's explanations are attributable to poor achievement. It is concluded that the motivation does not guarantee a good academic performance, since it seems to have more impact classroom climate and teaching strategies, which implies changing the conceptions and teaching conditions for active learning and thus establishing new relationships with mathematical knowledge.