ABSTRACT

This research work sought to develop a deep understanding of motivation to learn mathematics with stories. The research explored several known aspects of motivation, as they emerged when Year 5 pupils learned mathematics with stories. The research also revealed additional aspects of motivation in that context and developed a deep understanding of them.

This research was based on the constructivistic paradigm and employed an inductive qualitative research methodology, in order to obtain a deep and rich understanding of the phenomena while studying them in their natural environment. A case study was conducted, where three stories were introduced in mathematics story-based lessons that were taught by teachers of two Year 5 classes in a primary school. Data were gathered by observation and by interviews of the pupils and their teachers, using aspects of ethnography and phenomenology. The data were then analysed and interpreted.

The findings were derived from interviews and observations. Mathematics stories fulfiled pupils’ psychological needs, provided relatedness to fictional story characters and triggered imagination and pleasure. Imagination helped Year 5 pupils to visualise abstract mathematical concepts. The stories and the mathematics presented were remembered for several months, providing relevance and facilitating self-efficacy. Mathematics stories connected pupils to mathematics, humanised mathematics and provided warmth. In contrast with earlier beliefs, not all pupils liked learning mathematics with stories and learning mathematics with stories may not be suitable for everyone. Pupils’ perception of choice in learning mathematics was limited. They, however, made hidden choices. The fantasy context of stories provided perceived relevance that supported autonomy. Mathematics stories enticed some pupils to move ahead in their studies or to guess the story development in advance. While mathematics stories led to class discussion, participation in the discussion did not indicate self-efficacy. Mathematics stories supported peer-relatedness and enabled parent-relatedness. All three classes of motivation, intrinsic, extrinsic-autonomous and extrinsic-controlled, were identified in the findings.

This research developed deep understanding of pupils’ motivation to learn mathematics with stories. It appears that motivation may be studied when pupils learn mathematics with stories. A detailed description of the rich findings is provided which led to new insights. Propositions are offered for further research in regard to motivation, mathematics and mathematical stories.