Optimizing learning conditions for self-determination in primary mathematics education: A theoretical perspective

Fostering motivation and engagement in mathematics requires learning conditions that support students’ autonomy, competence, and relatedness. Self-Determination Theory [SDT] (Ryan & Deci, 2017) provides a valuable framework for understanding how these psychological needs shape students’ experiences of learning mathematics. This paper explores how SDT can inform the design of optimal learning conditions in primary school mathematics education, particularly in contexts where students engage with cognitively demanding tasks. We present a conceptual model for structuring learning experiences that enhance internalized motivation, persistence, and positive mathematical dispositions. To illustrate how instructional choices can shape students’ self-determined learning, we examine the Exploring Mathematical Sequences of Connected, Cumulative and Challenging Tasks [EMC3] project (Sullivan et al., 2020) as a case study of structured inquiry pedagogies aligned with SDT principles implemented within an early primary context (Foundation to Year 2). Our analysis highlights how specific instructional design choices—including scaffolding challenge, supporting autonomy, and fostering collaboration—can optimize learning conditions for primary school students. This paper contributes to both mathematics education and motivation research by offering a framework for designing instructional experiences that support self-determined learning in primary school mathematics.