Mathematics education in Ireland is shifting towards child-centred, problem-solving approaches under the new Primary Mathematics Curriculum (PM C) (NCCA, 2023). This said, many classrooms remain reliant on traditional, teacher-led instruction, where pupils remain unmotivated. Research highlights strategies such as teacher scaffolding (Kirschner, Sweller & Clarke, 2006) and exploratory talk (Mercer, Wegerif & Dawes, 1999) as effective in promoting motivation and child centred learning. However, Irish studies note barriers such as time pressures and limited training when faced with new curriculums and change (NCCA,2009). Conducted through a practitioner-led action research (AR) methodology, this study was developed with the goal of improving student motivation in mathematics by employing a Guided discovery (GD) approach. To align with this change, my pedagogy shifted from a didactic role to one which is child centred and links closely with constructivist principles (Bruner, 1961 ). By aiming to answer the question 'How can I enhance intrinsic motivation during third-class mathematics lessons by promoting a Guided discovery approach?', I sought to gather information from students through a mixed-methods approach. Many theorists encouraged the development of this study including the work of Bruner ( 1961) and Vygotsky (1978). However, the main theoretical framework that grounded this study is Self-Detern1ination Theory (SDT) (Ryan & Deci, 2000). This theory explores how intrinsic motivation may be fostered when pupils' needs of autonomy, competence and relatedness are met. This study's goal was to improve my practice and in turn, live more closely to my values. McNiff and Whitehead (20 I I) suggest AR as an appropriate methodology for this. These values discussed throughout are care, inclusion, child-centred learning, and enjoyment of learning. Data analysis revealed that students developed a heightened sense of autonomy, competence, and relatedness throughout the study, all leading to increased motivation levels. While the challenge of frustration arose throughout the study, it ultimately led to more enhanced, productive learning. As a practitioner, I have learnt to live closer to my educational values and now value the importance of reflection in all aspects of life. Completion of this research has encouraged me to develop a more profound understanding of motivation, guided discovery, and productive struggle. With the aid of SDT, T have become more equipped in promoting intrinsic motivation during mathematics. I am also living more closely to my values through a more constructivist aligned teaching pedagogy.