Learning motivation and interest of math play an important role in the process oflearning activities. In order to help guiding teachers and parents to provide support forstudents in learning and cognitive strategy, we study students’ learning motivation andinterest in the study of mathematics.In this study, we take Shapingba District of Chongqing urban fringe fifth-gradestudents of X Elementary School for example, to investigate and understandstudents’ learning motivation and math interest in the status quo, characteristics,factors and found problems, and to provide the basis for appropriate educationalrecommendations.In this study, we use "motivation diagnostic tests" edited by Professor ZhouBucheng", Grade4-6Mathematics Interest Inventory" edited by Liu Liqiong to surveystudents in six fifth-grade classes of X Elementary School in Shapingba District.SPSS17.0was used to get independent samples T-test, ANOVA, and the results are asfollows:1）fifth-grade students’ learning motivation is up to medium strength and itsstructure is coordinating, but there are still a considerable number of students have atendency to escape from learning because of fear of exams;2）boys are better than girlsin success motivation;3）girls are more negative than boys when they attributed thefailure and success;4）for the motivation in relations with classmates and friends, theboys are better than the girls;5）students in grades five have strong interest inmathematics, their emotional experience are more positive, and they agree with thevalue of math, but their action of learning math is not enough;6）when parents treat thestudents’ questions, a method with fully intervention is not good for students toproduce positive tension in the examination and a method with partial intervention canpromotes math interest.This study proposes the following measures based on the problems of students’learning motivation and interest in learning mathematics:1）change attribution, reduce test anxiety, focus on the process of evaluation, emphasis on traininginterpersonal communication skills, stimulate and enhance learning motivation;2）strengthen student self-management guidance and supervision, increase learning in toaction to improve mathematics interest. |