Abstract
The purpose of the study was threefold: (1) to identify those attitudes toward mathematics that initially exist among college students in first‐level required mathematics courses at selected institutions; (2) to assess the relationship of those attitudes to subject variables such as age, sex, and institutional type; and (3) to study the effect of those attitudes on the learning of mathematics in the selected courses. Data were collected on 420 freshmen in a university, a technical institute, and a community college in the Midwest during the fall and winter of 1976. The data included responses to Dutton's Mathematics Attitude Scale, mathematics pretest and posttest scores, demographic information, and math subscores of the ACT. Analyses revealed that a majority of the subjects (58%) held attitudes toward mathematics that were significantly negative (p < .05); that patterns of endorsement of attitude statements differed according to institutional subgroups; and that sex differences in attitudes were signifi...
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