THE VALUE (AND CONVERGENCE) OF PRACTICES SUGGESTED BY MOTIVATION RESEARCH AND PROMOTED BY MATHEMATICS EDUCATION REFORMERS

Zn this study we discuss convergence between instructional practices s uggested by research on achievement motivation and practices promoted in the mathematics instruction reform literature, and we assess associ ations among instructional practices, motivation and learning of fract ions. Participants included 624, fourth- through sixth-grade students and their 24 teachers. Results indicated that the instructional practi ces suggested in literature in both research areas positively affected students' motivation (e.g., focus on learning and understanding; posi tive emotions, such as pride in accomplishments; enjoyment) and concep tual learning related to fractions. Positive student motivation was as sociated with increased skills related to fractions.