Findlay, Lauren Ann Elisabeth2023-11-012023-11-012013-10-012013-11-27<p>Findlay, L. (2013). <em>A qualitative investigation into student and teacher perceptions of motivation and engagement in the secondary mathematics classroom</em> (Bachelor's thesis, Avondale College of Higher Education, Cooranbong, Australia). Retrieved from https://research.avondale.edu.au/theses_bachelor_honours/15</p>https://research.avondale.edu.au/handle/123456789/04860675<p>This qualitative case study aimed to investigate what teachers and students perceive as the key factors that drive student motivation and student engagement in the mathematics classroom. A year ten mathematics class was selected within a school in the Lake Macquarie region of NSW. Observations were made of the class and interviews were conducted with the teacher and four students. From the data it emerged that the key factor driving student motivation and student engagement in the mathematics classroom is the learning environment and particularly the notion of relationships, specifically the student-teacher relationship. This relationship, when based on the qualities of authenticity, belief, empowerment and life-long learning, enhances student motivation and engagement.</p>en-us<p>Used by permission: the author.</p> <p>A print copy of this thesis is held in the Avondale College Library (SC Theses 371.1024 F49).</p>Lake Macquarieyear tenstudent motivationstudent engagementThesis