Fresh Perspectives on Motivation, Engagement, and Identity : An Introduction

The 13th International Congress on Mathematical Education [ICME-13] was organized in Hamburg, Germany in 2016. This chapter is the introduction to the book composed of the selected papers presented in the Topic Study Group 28 on “Affect, beliefs and identity in mathematics education”. After the conference, 33 reworked papers had been submitted for evaluation and, based on a peer-reviewing process, 15 chapters were judged to be suitable for inclusion in the book. These contributions were clustered as follows: a stand-alone overview chapter, followed by three sections under the headings of interest, motivation, and values; engagement and flow; and identity. To enrich and broaden the contents of the book even further, the book editors invited three established mathematics educators to each write a commentary and critique on one of the three clusters. Mathematics-related affect is a research area with a variety of theoretical approaches. The different sections of the book provide a rich and diverse spectrum of different approaches, exhibiting both chapters that build on extensive research in the field as well as interesting new openings to the directions less explored in mathematics education to this date. The commentary chapters and the final conclusion offer insightful reflections on this field of research.Peer reviewe

Editorial

This Special Issue in International Journal on Math, Science and Technology Education (LUMAT) has a unique history. It is a collection of selected papers from the 27th International Conference on Mathematical Views (MAVI27), which took place in Bremen, Germany, from 15 to 17 September 2021

Personal meaning and motivation when learning mathematics: A theoretical approach

International audiencePersonal meaning, understood as the personal relevance of an object or an action (Vollstedt, 2011), seems to be closely related to motivation. However, the structural relationships between personal meaning and motivation are unexplored yet. Two motivation theories, self-determination theory (Deci & Ryan, 2002) and expectancy-value theory (Wigfield & Eccles, 2000), are used to work out these relations. The focus of this paper lies on theoretical considerations