Abstract
The study examine the psychometric properties of Attitudes towards Mathematics Inventory (ATMI) in the Thai context. To achieve the objective set by the authors, 259 students from 10 different primary schools in Nakhon Si Thammarat province, Thailand were selected. Furthermore, a forty items ATMI questionnaire having four scales that is, 15 items measuring self-confidence, 10 items measuring value, 10 items measuring enjoyment, and 5 items measuring motivation from the study of Khine and Afari (2014) was adapted. The questionnaire adapted was translated to Thai language by expert English Thai lecturer. Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy and Bartlett’s test of sphericity were carried out to ascertain the factorability of the correlation matrix. That ATMI can be a viable scale to measure students’ attitudes toward mathematics in Thai context.
Highlights
There is a growing trend of technological advancement in various forms across different human endeavors
The study examine the psychometric properties of Attitudes towards Mathematics Inventory (ATMI) in the Thai context
Purpose and Objective of Study Considering the low performance of Thai students in mathematics, the main objective of this study is to examine the stability of the Attitude toward Mathematics Inventory (ATMI) scale concerning student’s performance in mathematics
Summary
There is a growing trend of technological advancement in various forms across different human endeavors. To meet up the pace of technological advancement propelled through scientific discovery, countries across the globe recognized the need to develop the mental capacity and attitude of the student towards the culture of learning and applying mathematical knowledge in their everyday life activities. According to the Basic Education Core, the expected competencies among students, with a special focus on Mathematics, deals with the skills in communication, thinking, problem-solving, applying life skills, and technological application in teaching approaches is more important. The awareness and understanding of these approaches are advantageous to teachers by employing different strategies to teach mathematics, thereby creating a balance of teaching and learning mathematics with regards to students’ expectations within the academic environment Such a balance is seen to enhance the techniques used in teaching mathematics in a strategic way through which students will develop high-quality experiences. There are three levels of Mathematics Curriculum in school: 1) Intended curriculum which is derived from the school administrators’ perspectives. 2) Implemented curriculum which is derived from the teachers’ perspectives. 3) Attained or realized curriculum which is derived from the students’ perspectives (Inprasitha, 2004; Khonkarn, 2006)
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