Mathematics is one of the core competencies that play an important role in academic and professional success. Therefore, promoting engagement with mathematics in the school context is important, especially during adolescence when students experience a dip in motivation in mathematics.
Preliminary studies indicate that it is possible to positively influence students' motivation and performance using relatively brief interventions delivered in the classroom context. The goal of the "Promotion of motivation in mathematics lessons (MoMa)" project is to examine how motivation in the subject of mathematics can best be promoted in ninth graders following these proven intervention approaches.
The theoretical basis here is Eccles et al.'s (1983) expectancy-value model of achievement motivation. The interventions we use focus on perceived usefulness as a part of value perception. By means of various tasks, students are guided to consider the usefulness of mathematics for their further life.