Motivation matters more than working memory for improving student math skills, study finds

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Published: 2026-10-02T19:41:43.505Z • Permanent link

Researchers at the Norwegian University of Science and Technology (NTNU) have made a groundbreaking discovery that sheds new light on why some students excel in mathematics, while others plateau. Led by Dr. Kirsti Lande, a renowned expert in cognitive psychology, the study aimed to understand the underlying factors that contribute to individual differences in math performance. The team analyzed data from over 1,000 students, aged 10-18, from various countries, including Norway, the United States, and China.

The study revealed that motivation plays a far more significant role in improving student math skills than previously thought. Contrary to the long-held assumption that mathematics is primarily about cognitive skills, the researchers found that students who are more motivated to learn math tend to perform better, even when controlling for prior knowledge and working memory. In fact, the study showed that motivation is the strongest predictor of math performance, accounting for 60% of the variance in math scores. Dr. Lande explained, "Our findings suggest that motivation is not just a byproduct of prior knowledge, but a fundamental driver of math performance. This has significant implications for education policy and practice.

The study also found that working memory, often cited as a critical component of math ability, is actually a relatively minor factor in determining math performance. The researchers discovered that students with weaker working memory can still excel in math if they are highly motivated. This challenges the traditional view that math ability is largely determined by cognitive skills, such as working memory and processing speed. The NTNU team's findings have sparked a heated debate in the education community, with some experts arguing that the study's results will lead to a shift in focus away from cognitive skills and towards motivational interventions.

The Norwegian University of Science and Technology's (NTNU) study has far-reaching implications for the education sector, particularly in the context of the Data Sources domain. Companies like Wolfram Alpha, Mathway, and Symbolab, which provide math solutions and tools for students and professionals, will need to reassess their approaches to math education. The study's findings suggest that motivational interventions, such as gamification, rewards, and personalized feedback, may be more effective in improving math performance than traditional cognitive-based approaches.

Research communities, policymakers, and educators will also need to take notice. The NTNU study's results have the potential to inform the development of more effective math curricula and teaching methods. For instance, the study's emphasis on motivation highlights the importance of creating engaging and meaningful learning experiences that foster a love of math. This could involve incorporating real-world applications, project-based learning, and collaborative problem-solving into math education. The study's findings also underscore the need for more research on the role of motivation in math education, as well as the development of more effective motivational interventions.

The NTNU study's findings are part of a larger pattern of research that challenges traditional views of math ability. In recent years, studies have highlighted the importance of context, culture, and socio-economic factors in shaping math performance. For example, research has shown that students from affluent backgrounds tend to perform better in math, even when controlling for prior knowledge and cognitive ability. The NTNU study's emphasis on motivation is also consistent with prior research that has highlighted the role of emotional and psychological factors in math performance.