Abstract
This article presents a discussion of the motives for students to take part in investigative tasks in mathematics classes, from their backgrounds and foregrounds. The motives motives were considered in a cultural historical perspective as emerging within social relations. The participants were four students from the ninth grade of a public school in Belo Horizonte, Minas Gerais, Brazil. The data were collected through an interview and an inter-view, the second in order to access backgrounds and foregrounds of students. The analysis results showed that, in addition to explicit motives, to inter-view backgrounds and foregrounds, many other motives linked to various social groups experiences were revealed.
Keywords:
Motives; Background; Foreground; Mathematics Education