Abstract

Researchers continue to grapple with how to meaningfully engage students in mathematical content. Many students report disengagement due to perceptions that mathematics is difficult, irrelevant, boring, or anxiety-inducing. This study sought to understand how students interpret and respond to different mathematical problem contexts, with particular attention to the reasons students describe certain problems as enjoyable or unenjoyable. Using semi-structured interviews, this research examined student responses to a variety of mathematical problem types primarily across affective engagement. Students reflected on specific problem contexts and explained which features supported or hindered their enjoyment and engagement. Students described that contexts were enjoyable have a good hook, have a personal connection, have an authentic purpose, provide an accessible entry, balance familiarity with novelty and create a desire to persevere. Findings aim to inform the design of mathematical tasks that better align with students' perspectives and promote meaningful engagement.

Degree

College and Department

Computational, Mathematical, and Physical Sciences; Mathematics Education

Rights

https://lib.byu.edu/about/copyright/