Abstract
Students' mathematical attitudes are the result of many educational experiences. This study analyzed the differences in teaching and learning experiences for each type of mathematical attitude of students using scenario-based mathematical attitude and practical competency test. ANOVA and Scheffe's post-test were conducted with 438 first-year high school students' mathematical attitude types as independent variables, and each question about mathematics teaching and learning experiences as a dependent variable to find significant results for each type. There were several questions showing differences in the experience taught in math classes according to the type of interest, meta-affect, and persistence and there were differences in math learning experiences between types in all five attitudes: interest, self-efficacy, meta-affect, persistence and challenge. Accordingly it was found that students' mathematical attitude types tended to be influenced by the student's learning experience rather than the teacher's math instruction. In order to change student's mathematical attitude type it is necessary to focus on the learning experience rather than the pedagogical efforts and it is necessary to consider what kind of learning effort is required by their types. Since several teaching and learning experiences have been identified that contribute to shaping student's mathematical attitudes, it is suggested that follow-up studies are needed on what individualized instructional information is needed for each student.
Published Version
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