Mathematics Teachers' Instruction and Students' Intrinsic Motivation: A Multilevel Model of TIMSS-Advanced 2015 Data

• In Event: AERA Roundtable Session 9
  In Roundtable Session: Division C Section 1C. Research in Mathematics Teaching and Learning: Predictors of Mathematics Achievement

Abstract

Teachers must engage students in mathematical activities that support and motivate them to persist and achieve in mathematics. In this multilevel model, we used TIMSS-Advanced 2015 data for the United States to investigate the relationships between teachers’ instructional practices and students’ intrinsic motivation toward mathematics. Preliminary results indicate students’ intrinsic motivation varies significantly by which school they attend. Multiple student (Level-1) predictors informed the relationship, including gender, intentions to study in a mathematics or statistics field, time spent out of class on mathematics, students’ sense of school belonging, and their teachers’ instructional practices. Additionally, the extent to which schools (Level-2) provide support for mathematics and physics programs was significant. Implications and scholarly significance are discussed.

Authors

• Michael R Lolkus, Purdue University

• Aakash Arvind Chowkase, Purdue University

• Shuqi Zhou