ABSTRACT

In this study we investigated how to support students’ basic psychological needs for autonomy, competence and relatedness to develop their relationships with mathematics with respect to students’ intrinsic and extrinsic motivation, self-perception in relation to mathematics and math anxiety. There is a substantial amount of research that shows how negative relationships with mathematics affect students’ achievement. In this action research project, we followed an action research spiral. The model gave us the opportunity to plan, act and reflect in an ongoing cycle, which was important to us since we had four measurement points during the year and we repeated our investigation every year for three years. Addressing the research problem and studying the evidence presented, several conclusions can be made. It can be concluded that activities that support students’ basic psychological needs have an impact on their relationship with mathematics, which corresponds to earlier research findings. Additionally, this study provided further insights into the importance of a scaffolding teacher.

摘要

在这项研究中，我们调查了如何支持学生对自主性、能力和相关性的基本心理需求，以发展他们与数学的关系，涉及学生的内在和外在动机、与数学相关的自我认知和数学焦虑。有大量研究表明与数学的负面关系如何影响学生的成绩。在这个行动研究项目中，我们遵循了一个行动研究螺旋。该模型让我们有机会在一个持续的循环中进行计划、行动和反思，这对我们很重要，因为我们在这一年中有四个测量点，并且我们每年都会重复我们的调查，持续三年。解决研究问题并研究所提供的证据，可以得出几个结论。可以得出结论，支持学生基本心理需求的活动会影响他们与数学的关系，这与早期的研究结果相对应。此外，这项研究进一步深入了解了脚手架教师的重要性。