Perspectiva multidimensional de la motivación y el compromiso en el aprendizaje de las matemáticas

Abstract

Understanding how motivation and engagement are related during learning—specifically in mathematics learning—remains one of the current challenges in research related to cognitive sciences, particularly the learning sciences. The aim of this report was to characterize the perspectives employed in research on this relationship. To this end, a comprehensive search was conducted in the Web of Science and Scopus databases, covering the period from 2013 to 2023, with inclusion criteria focused on the relevant field of knowledge, studies in mathematics education, articles published in English in specialized journals, and studies that addressed motivation and engagement in mathematics. Applying these criteria, nine relevant articles were identified using the Bibliometrix package in the R software. Subsequently, a detailed manual analysis was performed on each article. The results indicate that multidimensional studies—which integrate various dimensions of motivation and engagement—predominate, and these are mainly cross-sectional and explanatory in nature. This trend limits the understanding of the developmental progression of these constructs in students. The findings highlight the need to conduct longitudinal studies that allow for an analysis of how motivation and engagement develop over time. Furthermore, the importance of employing qualitative techniques—such as interviews or video analysis—that go beyond self-reports and allow researchers to observe students’ actions in mathematics learning contexts is emphasized.

Keywords

learning motivation

learning

mathematics education

literature reviews

learner engagement

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