Motivation in Secondary Mathematics: How Lesson Structure Impacts Student Engagement

Vicki Beata, Leah A. Nillas

Research output: Faculty Advisor of Undergraduate Research


The purpose of this research is to see how students are engaged emotionally, behaviorally, and cognitively in different types of math lessons. Shernoff, Csikszentmihalyi, Schneider, and Shernoff (2003) found that students had a higher quality of experience (mood, esteem, intensity, and motivation) when they were involved in individual or group work. This study analyzed transcriptions, observations and student work from three pre-calculus lessons, a survey about students’ engagement in different types of lessons and an open-ended survey about the researcher’s teaching style. The results of the study were that students enjoy and are more engaged in lessons that require the student to be more actively involved such as in-class activities, group work and homework time.
Original languageAmerican English
StatePublished - Apr 2008


  • motivation
  • mathematics
  • proofs


  • Education
  • Mathematics

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