Different teaching approaches in mathematics classrooms can influence student engagement and motivation. This study explores the impact that the Thinking Classroom teaching approach has on students’ motivation by examining the case of Zoe, a 16-year-old student who initially found mathematics boring and difficult. Traditional teaching methods were found ineffective in engaging her. When exposed to the Thinking Classroom approach, Zoe's motivation and engagement increased. The study employs self-determination theory to analyse Zoe's motivation through competence, autonomy, and relatedness. Data were collected through video recordings, field notes, and interviews with Zoe and her teacher. During the Thinking Classroom lessons, Zoe demonstrated high levels of competence, autonomy, and relatedness. The study suggests that incorporating Thinking Classroom can have a positive impact on students’ attitudes towards mathematics, although Zoe’s motivation returned to previous levels after the Thinking Classroom lessons ended. The findings underscore the potential benefits of alternative teaching methods in mathematics.
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