ABSTRACT
Motivation is critical for success. Unfortunately, many of the students who struggle with mathematics lack the motivation to successfully engage in mathematical activities; they dread tasks involving mathematics because they fear another experience of failure. Motivation can be addressed indirectly through lesson design or more directly using strategies such as self-monitoring, goal-setting, praise, and rewards. When the teacher can successfully combine the students’ own interests with relevant mathematical content, their natural motivation is aroused. The National Council of Teachers of Mathematics places meaning squarely at the center of an effective mathematics program. While successful students typically monitor their performance intuitively, students who struggle with mathematics frequently lack metacognitive awareness. The Good Behavior Board Game is an incentive system that can be used with a group of students or the entire class. Research and best practice both suggest that an incentive system that rewards appropriate behavior is preferable to one that punishes inappropriate behaviour.
