Using situated expectancy value theory to explore initial teacher education students' motivation to engage with challenging mathematical tasks

Abstract

Strengthening Initial Teacher Education (ITE) students' capabilities to implement challenging mathematical tasks is a focus for policy and curriculum internationally. In this article, we report on motivational aspects of ITE students' engagement with challenging mathematical tasks as an outcome of an explorative study involving 41 Australian ITE students in their third year of a four-year program. Data collection instruments consisted of pre- and post-surveys and a focus group interview. The study was interpretive, utilizing both quantitative and qualitative techniques. Findings suggest ITE student motivation was most closely associated with situational interest and challenge served to both motivate and demotivate students.