Framgångssagor

: berättelser om att lyckas i matematik

Abstract

The aim of this study is to analyze which factors affects the development of knowledge, and the motivation of mathematic students with difficulties in mathematics in upper secondary school. Studies presented in this work shows that within motivation there are several factors which influence and together they have a huge impact upon students learning. The theoretical perspective which this study use is that motivation can be separated into intrinsic and extrinsic factors which influences individuals. The intrinsic factors we studied are mathematical anxiety, self-confidence and the inner goals which originates from within the student. The extrinsic factors we studied are learning environment, teaching and the relational perspective, where teacher-student relationships are fundamental for all education and learning cannot take place without it. As a method, we used semi structured interviews where a total of eight students in upper secondary school were interviewed individually at one occasion. All of the students are perceived by their teachers to have done remarkable progress in mathematics during the time they have studied in upper secondary school, as they have gone from having mathematical difficulties to be able to participate and to be active in the mathematics education. When the results were analyzed, we understood that students today are in a preferable learning environment which to a greater extent is more accessible for students, therefore their ability to learn mathematics has improved. The teaching now is better structured, distinct and also more formative. Several respondents now also have an achievement goal varying between higher grades, better knowledge and/or to be qualified for higher studies. At the same time the respondents experience better teacher-student relations and perceive their teachers as being more supportive, genuinely more interested to teach and committed to the success of the students. The teachers have had a huge impact to restore the respondent’s self-confidence in mathematics.