Mathematics Attitudes Research Articles

ASSESSMENT OF ASEI-PDSI PEDAGOGICAL PARADIGM ON STUDENTS’ MATHEMATICS ATTITUDE AND ACHIEVEMENT IN JUNIOR SECONDARY SCHOOLS (JSS) IN FCT-ABUJA

The ASEI-PDSI pedagogical paradigm championed by SMASE – Nigeria Project in collaboration with Japan International Cooperation Agency (JICA) is designed towards improving the quality of Mathematics which has consistently declined over the years in public secondary schools across the nation. The study assessed the ASEI-PDSI pedagogical paradigm on students’ mathematics attitudes and achievement in Junior Secondary Schools (JSS) in Federal Capital Territory (FCT) – Abuja. Descriptive survey research design was adopted for the study. The study population comprised of all Mathematics teachers in the 161 Public JSS in FCT. 100 Mathematics teachers whom have implemented ASEI-PDSI pedagogical paradigm were selected from the six (6) Area councils of FCT using the proportionate stratified random sampling technique. A researcher made 4-points Likert type of questionnaire was used for data collection and had reliability coefficient of 0.83 determined using the Pearson’s product moment correlation coefficient formula. Collected data was analysed using mean and standard deviation for research questions, while hypotheses were analysed using Chi-square (X2) and tested at 0.05 level of significance. The findings showed that, ASEI-PDSI pedagogical paradigm had a high positive influence on Junior Secondary Students’ Mathematics Attitude and Achievement but the influence was only statically significant on Attitude. The study established that ASEI-PDSI pedagogical paradigm is an appropriate teaching and learning strategy for delivery effective mathematics instruction in JSS in FCT. The study recommended among others; the need for JSS mathematics teachers in FCT implementing the ASEI - PDSI pedagogical paradigm to sustain it application and also for the stakeholders like FCT - Universal Basic Education Board to be encouraged to maintain regular in-service programme for JSS mathematics teachers as well as train those yet to be trained on the paradigm.

The Effect of Private Education on Class Engagement and Academic Achievement Based on Latent Classes of Affective Attitudes in Mathematics: Using the Manual BCH 3-Step

The Effect of Private Education on Class Engagement and Academic Achievement Based on Latent Classes of Affective Attitudes in Mathematics: Using the Manual BCH 3-Step

하브루타 토론 활동이 예비유아교사의 수학 교수 효능감과 수학적 태도에 미치는 영향

Objectives This study was conducted to analyze the effects 0f Havruta discussion activities on pre-service early childhood teacher's mathematics teaching efficacy and mathematical attitude. Methods The study was conducted by selecting 13 and 15 students from early childhood education and 3rd graders, respectively, as an experimental group and a comparative group. And mathematics teaching efficacy and mathematical attitude tests were conducted on the study's students through pre and post tests. Results According to the results of this study, First, the experimental group, which was a group of pre-child teachers who conducted Havruta discussion activities, showed significantly higher mathematics teaching efficacy than the comparative group. There was also a statistically significant difference between the results expectation of mathematics teaching and the belief in mathematics teaching ability, a sub-factor of mathematics teaching efficacy. Second, the mathematical attitude of the pre-child teacher group who conducted the Havruta discussion activity was significantly higher than that of the pre-child teacher group who did not. Among the sub-factors of mathematical attitude, the experimental group's score was significantly higher than that of the comparative group in the case of interest in mathematics, motivation for mathematics, and self-concept in mathematics, and the experimental group scored significantly lower than the comparative group in the case of anxiety about mathematics. On the other hand, there was no significant difference in the value of mathematics. Conclusions In summary, the results of this study show that Havruto discussion activities significantly enhance the mathematics teaching efficacy and mathematical attitude of pre-child teachers. These findings demonstrate the value of actively utilizing Havruta discussion activities to enhance the mathematics teaching efficacy and mathematical attitude of pre-child teachers.

Examination of Elementary School Mathematics Teachers’ Mathematical Modelling Attitudes in Terms of Various Variables

This study aims to examine elementary mathematics teachers' attitudes towards mathematical modelling in terms of various variables. The current study is particularly important as it is one of the few ones in our country to investigate this type of work, focusing on the attitudes of elementary mathematics teachers towards mathematical modelling across all sub-dimensions. A survey model, one of the quantitative research methods, was used, and the sample of the study consisted of 102 elementary mathematics teachers working at official secondary schools and official imam hatip secondary schools in Aydın province during the 2023-2024 academic year, determined through an appropriate sampling method. The Mathematical Modelling Attitude Scale was used as the data collection tool in the study. The research revealed that elementary mathematics teachers exhibit a low level of attitude towards mathematical modelling. Although their motivation sub-dimension towards mathematical modelling was high, the real-life sub-dimension was moderate, while the constructivism and understanding sub-dimensions were low. However, it was found that the sub-dimension and overall scores of the mathematical modelling attitude scale of elementary mathematics teachers did not differ according to gender, faculty of graduation, age, and professional experience, but they did differ according to level of education.

The Effect of Educational Digital Games on Mathematics Attitude in Primary School

The research on the effect of educational digital games on second-grade students' attitudes towards learning mathematics opens the doors to a new educational approach that will shape the mathematical abilities of the future. This study examines the effect of educational digital games on the attitudes of second-grade primary school students towards learning mathematics. The research study group comprised two branches of second-grade students in the same school in the 2023-2024 academic year. The research was carried out with "pre and post-test design with control group", one of the experimental design types of quantitative research method. The students were divided into 40 experimental groups and 40 control groups. During the research period, the experimental group was made to work from various digital educational programs such as Wordwall, GeoGebra, Derslig. The control group was taught with traditional methods. A 27-item, 5-point Likert-type Mathematics Attitude Scale (MAT) was used as a data collection tool. The scale was applied to both groups of students before and after the experimental application. The data obtained were analysed using the SPSS package program. The pre-test data revealed that the attitude levels of the experimental and control groups were equal. Post-test data showed no significant difference between the experimental and control groups. A positive increase was observed in the pre-test and post-test results of the experimental group. These results were interpreted in different contexts.

English as a language of preference in mathematics learning: perspectives from high school learners in township contexts

The exploration of language preference among mathematics learners in multilingual contexts remains a significant area of study. The aim of this study is to identify the most effective linguistic tools that contribute to the academic achievement of secondary school learners in mathematics. This study specifically examines English as a preferred language for mathematics instruction among high school learners in a Soshanguve community in the Tshwane West District of South Africa. It investigates the attitudes of mathematics learners towards the use of English as the medium of instruction and the reasons for their preference for learning mathematics in English. The study uses a non-experimental quantitative descriptive survey with a sample of 101 high school mathematics learners. Data was collected using a self-administered survey questionnaire conducted on paper. The primary data was analysed using descriptive statistics. The results indicate that English is the preferred language for learning mathematics. The study also demonstrates that the inclination towards the English language among high school learners is driven by factors such as pedagogical, social, linguistic competence, and economic considerations. The research findings suggest that the use of English as the medium of instruction is crucial for the acquisition and achievement of mathematics skills. This is because learners' indigenous African languages are inadequate as a medium of instruction in mathe­matics classroom conversations among high school learners. Therefore, it is recommended that the Department of Basic Education and mathematics educators should enhance learners' English language competence by implementing intense and enriched language programmes.

Mathematics Teachers' Attitudes towards Inclusive Education in Türkiye

The success of inclusive practices in educational settings significantly depends on teachers' attitudes. This study addresses the attitudes of mathematics teachers toward inclusive education in Turkish lower secondary schools, filling a gap in existing literature. It examines the determinants shaping these attitudes, providing insights for tailored interventions to support mathematics teachers in promoting inclusivity. Through questionnaire data collected from 262 mathematics instructors, the study reveals a slightly negative overall attitude trend, influenced by factors such as age, prior experience with children, training in inclusive education, and personal connections. Younger teachers, those with experience teaching students with SEN, and those with inclusive education training exhibit more favourable attitudes. Surprisingly, having a family member with SEN also significantly impacts attitudes, highlighting the importance of personal connections. These results underline the need for targeted interventions and professional development to foster inclusive mindsets among mathematics teachers, thereby creating equitable learning environments for all students.

Effects of Heuristic Method on Students’ Performance in Mathematics

This research determines the effects of the Heuristic method on students' performance in Mathematics 7 of a public national high school in the Philippines, school year 2022-2023. The quasi-experimental method used two sets of questionnaires (standardized Attitudes Towards Mathematics Inventory and standardized Algebra Test). The data were treated using frequency, mean, standard deviation, Chi-square test of independence, and paired t-test. The study revealed that student’s profiles (age, gender, final grade in Grade 6 Math) do not have significant relationships with their level of mathematical attitudes and academic performance. However, a significant increase in test scores between the pretest and post-test results in a significant difference between the mean gained of both groups. Thus, teaching strategies could encourage students to increase their academic performance. It was concluded that the Heuristic teaching model helps students develop better mathematics learning. The researchers strongly recommend searching for more learning methods that could help elevate the learners' academic performance.

The Effect of Mathematics Teaching with Mobile Augmented Reality Technology on Secondary School Students’ Attitudes and Academic Achievements

Nowadays, the prevalence of augmented reality technology is increasing day by day, along with the benefits it provides in many fields from shopping to education, from medicine to the automotive sector. This technology, which allows the real environment to interact with the virtual environment, has been used in many studies in the literature. In this research, the seventh-grade mathematics course, which was processed with augmented reality applications, was conducted. The effects of classroom students’ academic achievements, attitudes toward mathematics lessons, and augmented reality applications were examined. For this purpose, a quasi-experimental design with a pre-test, and post-test control group was used. The research was conducted with a total of 60 students, including 30 in the experimental group and 30 in the control group. A total of 10 lesson hours were applied, including 5 hours per week. Among the quantitative data collection tools, achievement tests, mathematics attitude scales, and augmented reality applications attitude scales were used in the research. As a result of the research, it was found that the course conducted with augmented reality application has a positive effect on the academic achievements of students. However, it was found that there was no significant difference in their attitudes towards mathematics courses. The written opinions received from the students show that the students find the lesson more entertaining and want to use it in other lessons as well.

Logistic Analysis on Students Attitude in Mathematics

This study aimed to determine the influence socio-demographic variables and factors on students’ attitude in mathematics. A total of 90 students in the public schools in Davao City division were identified through stratified random sampling. The study utilized a descriptive-predictive design. Adapted survey questionnaires which focused on parental influence, teachers emotional support, and attitude were utilized in the gathering of data. Frequency and Percentage, Mean, and Logistic Regression analysis were used as statistical tools of the study. Results revealed that the socio- demographic profile of students showed higher number of female respondents than their male counterpart. Most student-respondents were 16 years old and above. Also, the level of the factors revealed very high ratings on parental influence, teachers emotional support, and attitude. Teachers emotional support and attitude obtained the highest mean rating while parental influence recorded the lowest mean rating. Additionally, the profile of students’ attitude in mathematics showed higher number of students who have very satisfactory attitude in mathematics. Further, teachers emotional support and parental influence significantly influenced students’ attitude in mathematics. Teachers emotional support has the highest degree of influence to the attitude of students in mathematics.

The Impact of Gamification on Student Engagement and Learning Outcomes in Mathematics Education

This study investigates the impact of gamification on student engagement, learning outcomes, and attitudes towards mathematics in middle school education. Utilizing a quasi-experimental design, 200 students were divided into an experimental group, which engaged with a gamified learning platform, and a control group, which followed a traditional curriculum. Pre-test and post-test measures of engagement, academic performance, and attitudes were collected using the Student Engagement Scale (SES), Mathematics Achievement Test (MAT), and Mathematics Attitude Inventory (MAI). The results indicated significant improvements in the experimental group's engagement levels, academic performance, and attitudes towards mathematics compared to the control group. These findings suggest that gamification can effectively enhance educational experiences and outcomes in mathematics by making learning more interactive and motivating. The study underscores the potential of gamification as a valuable pedagogical tool in mathematics education, though further research is recommended to explore its long-term effects and broader applicability.

Exploring Mathematical Attitudes among Primary Teachers: A Comparative Study in Selected District, India

This quantitative study will investigate the mathematical attitudes of primary teachers in Gaya District, Bihar, India, with the aim of understanding how demographic factors will influence these attitudes. By utilizing a modified version of Moreira C.M.'s (1992) Attitude towards Mathematics Inventory, the research has assess teachers' understanding, confidence, and pedagogical approaches in teaching mathematics. Data on gender, location, caste background, qualification, and teaching experiences will be collected through a structured questionnaire. A stratified random sampling technique has ensured representation across demographics, with a targeted sample size of at least 200 primary teachers. Statistical analyses, including t-tests and ANOVA, will be employed to examine the hypotheses regarding gender, location, caste background, qualification, and teaching experiences. The findings are expected to provide valuable insights into the factors shaping mathematical attitudes among primary teachers in a diverse educational context like Bihar, India, contributing to the ongoing educational reforms in the region.

Attitude and Challenges in Learning Mathematics in the Modern Word (MMW): Basis for Intervention Program

Difficulty in learning mathematics is a common and significant problem throughout the school years. It was identified that only 19% of Filipino students met the Low benchmark, meaning they had “some basic mathematical knowledge,” while 81% did not reach this level. Filipino students also lagged behind other countries in the international assessment for mathematics as mentioned in the Trends in International Mathematics and Science Study 2019 (TIMSS).To address this; a researcher conducted a study to explore students’ attitudes and challenges in learning Mathematics in the Modern World (MMW). The data gathered were used in formulating intervention programs. The study utilized the descriptive method of research and employed a survey questionnaire as the main data-gathering instrument. It involved the participation of all college students from the University of Batangas who were taking Mathematics in the Modern World (MMW) during the school year 2022-2023 using a purposive sampling technique. Furthermore, the responses of the respondents were computed using frequency count, percentage, weighted mean, ranking, and chi-square as the main statistical treatments of data. Ethical guidelines were highly considered to maintain the confidentiality of the study. Key findings include that the majority of the students are 19-21 years old, male, and enrolled in Criminology courses. Students strongly agreed and exhibited a positive attitude toward wanting to develop their mathematical skills. It was observed that there is a positive and moderate correlation between the attitude and the challenges encountered by the students in learning Mathematics in the Modern World (MMW). The main challenge identified is the difficulty in remembering math facts, concepts, rules, formulas, sequences, and procedures. The researcher proposed different intervention programs to address the challenges encountered by students in learning Mathematics in the Modern World (MMW).

Impact of problem-based learning strategy on learning outcomes of senior secondary school student in mathematics

Background: Problem-based learning (PBL) has been identified as an effective instructional strategy, particularly in enhancing student outcomes in various subjects, including mathematics. However, its impact on senior secondary school students' mathematics achievement and attitudes in Ogun State, Nigeria, remains underexplored.Aims: This study aims to investigate the effects of PBL on the mathematics achievement and attitudes of senior secondary school students in the Ijebu Ode area of Ogun State, Nigeria. Additionally, it examines the influence of gender on students' attitudes towards mathematics.Method: A sample of 100 students was randomly selected from two senior secondary schools, divided into an experimental group and a control group. The experimental group received instruction through PBL, while the control group followed traditional teaching methods. Six hypotheses were tested at a significance level of 0.05. Data were collected using a teaching guide on PBL, the Mathematics Achievement Test (MAT), and the Mathematics Attitude Scale, with reliabilities of 0.82 and 0.88, respectively. Analysis of Covariance (ANCOVA) was used to analyze the data.Results: The findings revealed a significant positive effect of PBL on both the achievement and attitudes towards mathematics among the senior secondary school students. Additionally, gender was found to significantly influence students' attitudes towards mathematics.Conclusion: The study concludes that PBL significantly enhances both mathematics achievement and attitudes among senior secondary school students in Ijebu Ode, Ogun State, Nigeria. It recommends that schools integrate student-centered teaching methods, including PBL, into their curricula and encourage teachers to adopt these strategies.

An Indonesian-version of the short attitude toward mathematics inventory: a voice from pre-service chemistry teacher

<span lang="EN-US">This study aimed to examine the validity of the Indonesian version of the short attitude toward mathematics inventory (ATMI). The adapted inventory was also used for further analysis to explore mathematics attitude of pre-service chemistry teachers across gender. The original ATMI was translated into Bahasa and distributed to 328 participants via the online survey. After preliminary checking for multivariate outliers, all the data were used to analyze the construct validity of structural model using confirmatory factor analysis (CFA). Furthermore, multigroup analysis with structured mean modelling was conducted to explore the gender effect toward mathematics attitude. All item means, standard deviations and correlation matrix were also explored. The result found that the short form supported the four-factor solution as the original ATMI. Modification indices, standardized regression weight, and squared multiple correlations were used to determine which items to be removed or retained during analysis until standard criteria for model fit reached. This items deletion produced a shorter version of ATMI (19 items) with fairly good internal consistency, both for all items inventory (α=0.92) or for individual subscale (mean α=0.86). Moreover, the t-test on the latent mean value showed no significant difference of attitude toward mathematics between male and female.</span>

The Effect of Intelligence Games on 5th Grade Students' Mathematics Attitudes and Academic Achievement

The Effect of Intelligence Games on 5th Grade Students' Mathematics Attitudes and Academic Achievement

Students’ Attitudes in Mathematics: When the Context Highlights the Importance of Emotions – A Secondary Publication

This article aims to gain a better understanding of how students’ attitudes toward mathematical problem-solving operate. More specifically, it examines the extent to which these attitudes may play a different role depending on the context. To this end, we submitted two very similar golden rule math problems to 94 students in grade 10, once in the mathematics class and once in the French class. Our results are presented in three parts. First, in line with much other research, we highlight the significant gender differences in attitudes, with girls developing more negative and potentially deleterious attitudes to their learning. Second, we find significant links between various dimensions of attitudes (cognitive, affective, and behavioral) and students’ academic achievement in mathematics. Finally, our analyses underline that in the context of the mathematics course, it is mainly anxiety that disturbs the success of the exercise, whereas the resolution of a very similar exercise is favored by positive emotions when it is inserted into a French worksheet. This suggests that students activate certain attitudes depending on the context – and in particular certain affects – which will have an impact on their performance. Such a result thus underlines the importance of emotions in learning and the way in which the context can induce them.

Relationship of Attitude and Performance in Mathematics of the BEEd and BSE Students

This study aimed to determine if the attitude toward mathematics of BSE and BEED students in DMMMSU NLUC is significantly correlated to their Mathematics performance. Specifically, it seeks answers to the following questions: What is the profile of the students enrolled in Mathematics along sex, CAT Result in Mathematics and IQ level. What is the attitude of students towards Mathematics? What is performance of the respondents in Mathematics? Is there a significant relationship between profile variables and attitude towards Mathematics profile variables and performance in Mathematics, attitude toward Mathematics and Mathematics performance? Which among the variables are predictors of Mathematics performance? What action plan can be proposed to enhance the level of performance and attitude of the students in Mathematics? This study utilized the descriptive method of investigation. This is best fitted to the study because this method involves describing, recording, analyzing and interpreting conditions that exist. It also includes some forms of comparison and contrast and discovers relationship between existing non-manipulative variables. The respondents are two classes enrolled in Basic Mathematics and Contemporary Mathematics for the SY 2014-2015. Their attitude towards Mathematics were obtained using an attitude inventory, their IQ and CAT Math results were obtained from the Guidance Office and their performance were taken from their final grade in Mathematics. The attitude of students toward Mathematics and their performance in Mathematics were described, analyzed, compared, and interpreted. Mean was used to describe the attitude and performance in Mathematics. Furthermore, the relationship of the aforementioned variables will be obtained. Hence, the use of statistics of correlation under descriptive method was also used. The following are the salient findings of this study: Majority of the Mathematics students are females with fair to good performance in the Math CAT and IQ level. The students have positive to highly positive attitude towards Mathematics. The students have very good performance in Mathematics.IQ and CAT performance are significantly correlated with Mathematics performance. CAT significantly correlates with attitude and attitude is significantly correlated with Mathematics performance. In the light of the above-stated findings, the following conclusions are drawn: The Math classes are dominated with females who have only fairly satisfactory to satisfactory IQ levels and performance in the CAT along Mathematics. A greater majority of the students find mathematics enjoyable, interesting and fun. Most of the students have acquired the needed competencies in Mathematics. They are good in computation, comprehension and problem solving. Those who have high IQ and high CAT results perform excellently in Mathematics. The better is the attitude towards Mathematics the higher is the performance in the subject. Attitude has a positive impact of performance in Mathematics. Based on the conclusions, the researcher offered the following recommendations: Teachers are encouraged to customize their instruction and improve the use of modernized and innovative teaching techniques and strategies to enhance performance and attitude of students toward Mathematics. The Mathematics teachers especially the Math Club Adviser should consider the implementation of the Action Plan to improve attitude and performance in Mathematics. The administrators should support the implementation of the Action Plan by providing the opportunities and logistics for its accomplishment. The Action Plan should be considered for adoption by other HEIs in La Union with the administrators and Head of Mathematics Department planning its mechanics of implementation. A research on the effectiveness of the proposed action plan when implemented be conducted as basis for revisions and improvement.

Applying Artificial Intelligence-Based Adaptive Learning on Mathematical Attitudes and Self-Directed Learning

Applying Artificial Intelligence-Based Adaptive Learning on Mathematical Attitudes and Self-Directed Learning

A Survey and Study on Interdisciplinary Learning Attitudes of Primary School Students under the STEM Education Concept

This study draws on the Interdisciplinary Learning Attitudes Scale developed by Eric Wiebe's team, which includes math, science, engineering and 21st Century skills. Based on 714 primary school students from grade 4 to Grade 6, the research results show that students who have had interdisciplinary learning experience are more interested in interdisciplinary learning, and the overall attitude of primary school students toward interdisciplinary learning tends to be positive. The study also found that elementary school students were less likely to pursue STEM-related careers in the future, while boys were more likely to pursue STEM careers than girls were. At the same time, there is no significant difference in the overall interdisciplinary learning attitude of primary school students in gender, but there is a significant difference in the learning attitude of mathematics and engineering technology. In terms of overall interdisciplinary learning attitude, the interdisciplinary learning attitude of the third grade is more positive than that of the sixth grade.