Abstract
The aim of this study was to verify the effectiveness of the self-determination theory (SDT) in mathematics teaching methodology. In the experimental group, 62 fifth-graders had 10 months of maths lessons according to an original programme that prioritises three needs: autonomy, competence and relatedness.
 The following research questions were formulated:
 
 How did students’ attitudes towards mathematics change under the influence of methodological interventions aimed at satisfying the three SDT needs?
 Did the methodological solutions contribute to better emotional/social competences in the students?
 Did the intervention result in higher maths achievement, measured by a maths knowledge and skills test and grades in the subject?
 
 The findings included statistically significant differences in 1) positive attitude towards mathematics (measured by the semantic differential technique), 2) emotional/social competences (measured by the KA scale from the tool called TROS-KA) and 3) mathematical achievements (measured by a maths test and grades in school) in comparison to the control group (N = 59), where less positive attitudes towards mathematics, lower maths grades and no significant increase in emotional/social competences were observed.
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