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

Artigo2026

Jane Hubbard ORCID; James Russo ORCID; Sharyn Livy ORCID; Peter Sullivan ORCID

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Resumo

Abstract 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 [EMC 3 ] 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.

Dados da obra

Tipo: Artigo
Periódico: Mathematics Education Research Journal
Editora: Springer Science+Business Media
Ano: 2026 (2026-02-14)
Idioma: en
Palavras-chave: self-determination theory; primary school mathematics; student motivation; autonomy; competence; relatedness; instructional design; inquiry-based learning; mathematical disposition; collaboration
DOI: 10.1007/s13394-025-00555-y
ISSN: 1033-2170, 2211-050X
Licença: cc-by
Acesso: Acesso aberto
Fontes: OpenAlex
Na Biblioteca desde: 01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
HUBBARD, Jane et al.. Optimizing learning conditions for self-determination in primary mathematics education: A theoretical perspective. Mathematics Education Research Journal, 2026. DOI: https://doi.org/10.1007/s13394-025-00555-y.

APA

Hubbard, J., Russo, J., Livy, S., & Sullivan, P. (2026). Optimizing learning conditions for self-determination in primary mathematics education: A theoretical perspective. Mathematics Education Research Journal. https://doi.org/10.1007/s13394-025-00555-y

BibTeX

@article{hubbard2026,
  author = {Hubbard, Jane and Russo, James and Livy, Sharyn and Sullivan, Peter},
  title = {Optimizing learning conditions for self-determination in primary mathematics education: A theoretical perspective},
  year = {2026},
  journal = {Mathematics Education Research Journal},
  publisher = {Springer Science+Business Media},
  doi = {10.1007/s13394-025-00555-y},
  language = {en}
}

RIS

TY  - JOUR
AU  - Hubbard, Jane
AU  - Russo, James
AU  - Livy, Sharyn
AU  - Sullivan, Peter
TI  - Optimizing learning conditions for self-determination in primary mathematics education: A theoretical perspective
PY  - 2026
JO  - Mathematics Education Research Journal
DO  - 10.1007/s13394-025-00555-y
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS