CHALLENGE IN A MATHEMATICS CLASSROOM - STUDENTS MOTIVATION AND STRATEGIES IN PROJECT-BASED LEARNING

We studied 14 fifth- and sixth-grade students' challenge seeking durin g project-based mathematics instruction in 1 classroom. We drew on 5 a reas of research: academic risk taking, achievement goals, self-effica cy, volition, and affect. Data included students' responses to a toler ance for failure survey, an adaptive learning pattern survey, and 3 in dividual interviews about their actions during a math project. Qualita tive and quantitative analyses suggested 2 patterns of student self-pe rceptions and behaviors: ''challenge seekers'' and ''challenge avoider s.'' Challenge seekers self-reported a tolerance for failure, a learni ng goal orientation, and a higher than average self-efficacy in math. Challenge avoiders self-reported a higher negative affect after failur e, a more performance-focused goal orientation, a lower self-efficacy in math, and a greater use of surface strategies (i.e., strategies req uiring minimal processing of information). We illustrate the consisten cy of these patterns and reveal the diversity within patterns with 4 d escriptive cases. Although the surveys were useful in characterizing g eneral patterns of challenge seeking, more individual and contextualiz ed information is necessary for understanding how to support students engaged in challenging academic work, such as project-based learning.