Motivation for learning mathematics in terms of needs and goals

This article suggests a framework for analysing students’ motivation for learning mathematics. In the present paper, motivation is defined as a potential to direct behaviour. This potential is structured through needs and goals. The author examines students’ motivation in terms of needs and goals, and the emphasis is on the psychological needs for competence and autonomy. The proposed theoretical framework as an analytical tool is useful in describing the students’ goals and changes in goals in details. It could also contribute to increased insight into relations between different aspects of instructional designs and the students’ motivation for learning mathematic. The usefulness of the theoretical framework will be illustrated with some findings from the study.