PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
How problem posing can impact student motivation: A case study
Page: 485
This case study utilizes self-determination theory (Deci & Ryan, 2000) to explore the motivational development of three students who participated in problem posing as part of an introduction to proofs course. The experience of these students illustrates several ways in which problem posing can create new more integrated habits of motivational regulation. However, the differences of these cases highlight how students may benefit from experiencing problem posing in a way that makes explicit the purposes of student problem posing in relation to other educational goals. This research underscores the motivational benefits of making the connections between problem posing, problem solving, learning, and self-regulation more explicit earlier in students’ mathematical education.