| To succeed in an increasing technological and global society, students need to develop strong mathematical and problem-solving skills. This qualitative grounded theory study examined student perceptions of the ways in which teaching strategies in high school mathematics classes affect student motivation to learn the subject. Study participants included 30 high school students enrolled in four geometry classes taught by the researcher. Students completed questionnaires and journals and participated in focus groups to select and discuss teaching strategies they feel have a positive or negative effect on their motivation to learn. The researcher employed robust qualitative methods for data analysis including constant comparative analysis and developed a grounded theory about the results. Findings indicate that student motivation to learn increases in a supportive classroom environment where a variety of interactive strategies are used to keep students interested and focused. Results of this study may influence positive social change by contributing knowledge on how teachers may plan more effective mathematics instruction in order to increase student motivation to learn, thus improving their achievement in high school mathematics. Students who leave school with strong mathematical and problem-solving skills will be better prepared to find success and make their own positive contributions to society. |
