„A robust and problematic finding across studies is that while children have high levels of intrinsic motivation to learn mathematics when they enter school – and it remains relatively high throughout elementary school – by the end of lower secondary school, they tend to have considerably less motivation.“
Dr. Ole Kristian Bergem u. a., Can Teachers’ Instruction Increase Low-SES Students’ Motivation to Learn Mathematics?. In: Dr. Tove Stjern Frønes u. a., Equity, Equality and Diversity in the Nordic Model of Education (2020), S. 14.