Middle school students' perceptions of how teacher practices affect their motivation to learn algebra 1

What are middle-school algebra students’ perceptions of how teacher practices affect their motivation to learn Algebra 1? This study identified specific teacher practices that students perceive to be either motivational or de-motivational, revealed how students describe the effects of such practices, and identified sources of student motivation for learning mathematics. Math reform literature encourages teacher practices that enhance motivation, which are also considered to enhance learning. Reflecting upon students’ perceptions of teacher practices that are either motivating or de-motivating can result in improved teaching and learning by providing teachers with insight into the effectiveness of specific practices. The study utilized a mixed-method methodology. The students surveyed were 147 middle-school Algebra 1 students using a five-point Likert scale, along with a set of open-ended questions requiring free responses. The survey identified sources of students’ motivation, as well as measured the effects of specific teacher practices on students’ motivation. Based upon the survey responses, selected students were interviewed in order to uncover underlying insight about practices that increased or decreased their motivation while learning Algebra 1.