This thesis was a qualitative case study that aimed to investigate the reported classroom strategies secondary mathematics educators used to motivate their students. A review of the literature on motivation with a particular focus on intrinsic motivation and self-determination theory with its three subtopics of autonomy, competence, and relatedness was drawn on. The effects of extrinsic motivation were also reviewed in the literature. In order to investigate the topic of focus for the current research, the following two questions were addressed: (a) How do urban/non-urban secondary mathematics teachers motivate their students in the classroom? and (b) What are similarities and/or differences in urban/non-urban secondary mathematics teachers' self-reported classroom practices regarding intrinsically motivating students? The researcher used two forms of sources to collect data, an online survey and a semistructure phone interview, where the participants self-reported their classroom practices regarding how they motivate their students. The data from the survey was analyzed prior to the semi-structured interview as a guide in directing conversation. This analysis revealed several themes that aligned to the literature and specific actions related to the identified themes that educators employ when promoting motivation in their mathematics classroom; in particular in regard to intrinsically motivating students by promoting autonomy, competence, and relatedness. The results shows that the participants did promote intrinsic motivation through specific actions along with extrinsic motivation factors. The results are an important first step for researchers understanding specific actions that secondary mathematics teachers may take to promote intrinsic motivation in their classroom.
