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(1797) MOTIVATION AS AN ESSENTIAL FACTOR IN MATHEMATICS LEARNING

机译：（1797）作为数学学习的必要因素的动机

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Hardly a class goes by without a thought about the lack of motivation of some students to learn mathematical contents, as well as the necessary motivation of each teacher to make the difference. Therefore, motivation must arise from the teachers so that through their professional practice, they can provide their students with challenging tasks. In order to check if the tasks that we had designed, mainly based on games, stimulated the students’ motivation for learning, a study was applied in a 3rd grade class of primary school education, whose method of data collection was an inquiry by a questionnaire survey carried out in two phases: a pre-test and a post-test. First of all, in the pre-test it was verified if the students were motivated about the learning of mathematical concepts. After the test, more student-centered tasks, mostly game activities were developed, and finally students were asked again about their motivation to learn with a post-test, and the data collected were compared. A qualitative methodology following a case study design was carried out in which participants belonged to a group of 27 students, 33% (9 out of 27) male and 67% (18 out of 27) female, all aged eight. However, only 26 students participated in this study, since one of the parents did not give permission for their daughter to take part in the study. The questionnaires were made available in the first class (pre-test) and in the last class of a period of teacher training (post-test). This questionnaire was based on a Likert scale, which consists of a set of items, from totally agreeing to fully disagreeing. Due to the age range of the pupils, it was decided to substitute this scale for the corresponding smiles and it was discussed with the participating children in order to clarify all doubts and procedure. The Statistical Package for the Social Sciences (SPSS) was used to complete the practical and analytical work and in the processing of the data relating to the analysis of the responses to the questionnaire surveys. In this work, special attention has been given to how to improve teaching methods and how to make it more motivating for students, aiming to understand if games are a way to make children more motivated. We concluded that the participants of this study were initially (pre-test) motivated, but after the implementation of the various activities, mainly as didactic games, from the analysis and discussion of the results of the post-test that this motivation continued and was still developed further.
机译：几乎没有一个课堂，没有关于缺乏对一些学生的动机来学习数学内容的动力，以及每位教师的必要动机就会产生差异。因此，必须从教师出现的动机，以便通过他们的专业实践，他们可以向他们的学生提供具有挑战性的任务。为了检查我们设计的任务，主要基于游戏，刺激了学生的学习动机，在三年级的小学教育中应用了一项研究，其数据收集方法是调查问卷的询问调查分两期进行：预测试和后检验。首先，如果学生有关数学概念的学习，则验证了它的预测。在测试后，更具学生为中心的任务，主要是开发的游戏活动，最后学生们再次被提出了他们的动机，以便在测试后学习，并将收集的数据进行比较。在案例研究设计之后进行了定性方法，其中参与者属于一组27名学生，33％（27分）男性，67％（27分中，18分）女性，所有年龄八岁。然而，只有26名学生参加了这项研究，因为其中一个父母没有给予他们女儿参与研究的许可。调查问卷是在第一级（预测试）和在一段时间的教师培训（测试后）的上课中提供的。这个调查问卷基于李克特规模，由一组项目组成，从完全同意完全不同意。由于学生的年龄范围，决定将这种规模替换为相应的笑容，并与参与儿童讨论，以澄清所有疑虑和程序。社会科学（SPSS）的统计包装用于完成实际和分析工作，并在处理与调查问卷调查的响应有关的数据处理。在这项工作中，已经特别注意了如何改善教学方法以及如何使学生更能激励，旨在了解游戏是一种让孩子更具动力的一种方式。我们得出的结论是，本研究的参与者最初（预先测试）有动力，但在实施各种活动之后，主要作为教学游戏，从分析和讨论此动机的结果继续，是仍然进一步发展。

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