Mathematics Motivation in Developing Countries: A Vietnamese Case Study

Abstract

Mathematics motivation plays a significant role in improving mathematics education. However, there is a lack of study on the perception of Vietnamese high school postgraduate students towards mathematics motivation. This paper aims to fill this gap by examining the attitude of both male and female high school graduate students on mathematics motivation as well as comparing mathematics achievement based on gender in Vietnam. The study utilised the Academic Motivation Toward Mathematics Scale (AMTMS) for the questionnaire survey and data collection. The findings showed that there was a non-significantly difference between the male and female perception of mathematics motivation. There was also a non-significant difference between male and female in mathematics achievement. The paper also discusses incorporating technology in mathematics education to promote educators and students in teaching and learning mathematics.