{'fraction_non_alphanumeric': 0.014388489208633094, 'fraction_numerical': 0.006294964028776978, 'mean_word_length': 5.625, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Investigating Mathematics Students’ Motivations and Perceptions

The purpose of this study was to explore the factorial structure of motivation and perception items from a student survey utilised as part of the Reframing Mathematical Futures II (RMFII) Project. Data were collected in 2016 from students in Years 7 to 10 from various different States across Australia. An exploratory factor analysis identified four factors which were consistent with the studies the items were adapted from: Intrinsic and Cognitive Value of Mathematics, Instrumental Value of Mathematics, Mathematics Effort, and Social Impact of School Mathematics. A multivariate analysis of variance (MANOVA) also revealed that there were statistically significant differences between Year Levels for some of these factors. The results from the study have confirmed that the survey items continue to be valid and reliable in the mathematics context. The findings also highlight the need for further investigations to examine how students' motivations and perceptions of mathematics develop and differ across the different states in Australia.