| The focus of this study was to explore the motivational and other positive learning elements present within optimum moments of college mathematics learning. A convenience sample was used. A total of 13 persons who had previously taken a college-level mathematics course participated in this study. Data were collected through small group and individual interviews. The data were analyzed using themes, coding, and the frequency distribution of the common elements. The findings demonstrated that moments of exceptional learning motivation and experience in college-level mathematics courses may be associated with perceived instructor accessibility and interest; an effective and understood connection between the mathematics principles studied and the events occurring in the students' lives; and the ways that students perceived their own capabilities. |
