Abstract:

The motivation problem has been in place for centuries and it hasn’t lost its meaning today. No human action is possible without motivation. It is motivation that makes individuals to move, guides their actions and maintains behaviour through time. Several studies show that motivation is a key element of successful teaching and learning. It depends on the individual's needs, of the personal interest depending on the results and practical application abilities. It is already proved that there is a relation between different life cycles and educational needs and education can be linked to career or employment prospects, necessity for self-realization in social environment or to personal development etc.

Developments over the past decades have led to a remarkable increase in the importance of mathematics in a growing number of occupations, and in daily life. Today, mathematical competence means that adults need to have a range of sophisticated mathematical knowledge and skills that extend far beyond basic calculation skills. 21st century demands higher skills from all workers. These factors are the ones that nowadays determine mathematics education at universities as well as adult motivation for continuing lifelong education in mathematics. Based on the circumstances described above, also established the research methodology which include mathematical learning experience, self-evaluation of mathematical knowledge and skills, potential values of mathematical knowledge as motivating factors for mathematical education. In the article will be analysed research results on university students and adults' motivation to improve mathematical skills in the Baltic States.

Keywords:

Lifelong learning, mathematics, mathematics studies at university, motivation, motivation to learn mathematics.