Students' motivation and interest in learning mathematics

Mathematics plays an important role in the intellectual development of students by fostering logical, consistent and precise thinking. Despite its importance, many learners experience anxiety and avoidance, perceiving mathematics as a daunting subject. Motivation, however, can transform this perception into an engaging “game of logic and intelligence.” This study investigates the strategies and factors that enhance students’ motivation to learn mathematics through a questionnaire-based survey. Four objectives guide the research: (1) to identify teaching strategies and techniques perceived as effective for boosting motivation; (2) to assess students’ perceptions of the efficacy of various instructional approaches; (3) to analyze motivational levels according to contextual and individual factors; and (4) to investigate the principal determinants of motivation in mathematics learning. Corresponding research questions explore which methods students find most motivating, how they self-assess their motivation, and which factors most strongly influence their engagement. Independent variables include teaching strategies (e.g., real-world problem solving, educational games, technology integration, collaborative work, competitions), teacher characteristics (e.g., practical application explanations, feedback frequency, difficulty adaptation, varied examples, classroom atmosphere), contextual factors (e.g., teacher–student relationship, class climate, family support), and perceived utility of mathematics. Dependent variables encompass motivation level, attitude toward mathematics, mathematics self-efficacy, and self-reported performance. A structured questionnaire with 15 items, employing Likert scales and categorical choices, was administered to students across multiple grade levels. Data analysis—comprising descriptive statistics, correlation analyses, and factor exploration—will elucidate which strategies and contextual elements most effectively foster motivation, offering evidence-based recommendations for instructional practice in mathematics education.