Seventh Graders' Motivations for Participating in Two Discussion‐Oriented Mathematics Classrooms

Abstract

In this study I examined the self‐reported motivational beliefs and goals supporting the participation of 15 seventh graders in whole‐class discussions in 2 discussion‐oriented Connected Mathematics Project classrooms. Through this qualitative investigation using semistructured interviews, I inductively identified and described the students' motivational beliefs and goals and relations among them. Results demonstrated beliefs that constrained students' participation and ones that supported their participation. Students with constraining beliefs were more likely to participate to meet goals of helping their classmates or behaving appropriately, whereas students with beliefs supporting participation were more likely to participate to demonstrate their competence and complete their work. Results illustrated how the experiences of middle school students in discussion‐oriented mathematics classrooms involve navigating social relationships as much as participating in opportunities to learn mathematics.

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