Mathematics Attitudes Research Articles

유아교사의 수학교수효능감이 유아의 수학적 태도에 미치는 영향: 수학적 상호작용의 조절효과를 중심으로

유아교사의 수학교수효능감이 유아의 수학적 태도에 미치는 영향: 수학적 상호작용의 조절효과를 중심으로

CORRELATES OF MATHEMATICS PERFORMANCE OF GRADE 9 LEARNERS IN SECONDARY SCHOOLS DIVISION OF EASTERN SAMAR AMIDST PANDEMIC

The existence of the COVID-19 pandemic brought extraordinary challenges in the division of Eastern Samar, many factors affiliating in terms of academic performance, especially in mathematics subjects, learners, homes, and schools. The results showed that most of the respondents were academic achievers on their previous grade levels, wherein their parents were high school graduates, high-income earners, longer distance from their residence to the school of four kilometers and above, and most teachers monitor learners progress only once per week. Hence, available learning materials at home and school are android cellphones, books, and references that serve as a reading guide and access to learning towards a modular approach in teaching. However, the respondents attitudes toward mathematics and math anxiety were average levels. Moreover, the data revealed that grade 9 learners performed not satisfactorily in mathematics performance. Using inferential statistics specifically Pearson r, Point-biserial r, and Spearman rho correlational analysis it was found that the parameters of learners and home factors had a significant impact, while school factors had no significant impact on mathematics performance. Based on these findings, the researcher recommends that parents be actively engaged in supporting, providing, and sustaining adequate learning materials in new normal education. Schools must improve learning materials, and facilities, and always monitor learning outcomes provided with necessary interventions for academically challenging learners. KEYWORDS: covid-19 pandemic, correlation, grade 9 learners, mathematics performance, mathematics attitudes, and anxiety

A Study of Secondary School Students’ Attitude Towards Mathematics in Tehsil Taxila

Students' progress in mathematics is determined by their attitude toward Mathematics. A positive attitude toward a subject is a prerequisite for success in any subject. This is also true in mathematics, particularly when girls are compared to boys. This study was based on a survey of secondary school students about their attitudes towards Mathematics. This research was conducted to investigate the secondary school students’ attitude towards Mathematics. The population included the (N= 1562) students of both genders. This study was conducted on the sample of 368 students (Male=184 & Female = 184) of secondary schools from tehsil Taxila. Mathematics Attitude scale was used to collect the data. The attitude scale consists of 19 items based on 4 factors. The overall reliability of questionnaire ( =0.7452) was found appropriate. A gender wise analysis of Mathematics attitude comparison showed that female students have high anxiety and fear level as compared to male students. Finally, the current study found that females at secondary level have a lower attitude toward mathematics as compared to than males.
 Keywords: Mathematics Education, Students Attitude, STEM Education, Mathematics Anxiety

Effect of Students Attitude Towards Mathematics on their Mathematical Achievement at Secondary School Level

The effect of student’s attitude on mathematical achievement has gathered tremendous attention from various researchers. However, there is a degree of inconsistency in the findings regarding these effects. The aim of the study was to find out the effect of students’ attitude towards Mathematics on their mathematical achievement at secondary schools in AJ&K. The objectives of the study were; to analyze students’ attitude in Mathematics at secondary level, to compare students’ attitude and academic achievement in Mathematics (gender wise) in AJ&K and to find out the effect of students’ attitude on Mathematical achievement at secondary level in AJ&K. The research was descriptive and quantitative in nature and cross-sectional survey was used to collect the data. All the students of 10th class of Govt. Secondary Schools in District Bagh AJ&K were the population of the study. There were 1076 students (458 boys and 618 girls) studying in 10th class in Government Secondary Schools of District Bagh. Sample was taken using Stratified random sampling technique. The researcher selected 444 students (192 male and 252 female) using proportionate stratified random sampling technique. The researcher developed five-point Likert scale questionnaire to collect the data. It was concluded that attitude had an impact on the mathematical achievements of the students. Parents’ education, qualification and social status had positive effect on academic achievements of students. It is recommended that students may be encouraged to achieve mathematical goals.

Development and initial validation of a mathematics-specific spatial vocabulary scale

This study describes the development and initial validation of a mathematics-specific spatial vocabulary measure for upper elementary school students. Reviews of spatial vocabulary items, mathematics textbooks, and Mathematics Common Core State Standards identified 720 mathematical terms, 148 of which had spatial content (e.g., edge). In total, 29 of these items were appropriate for elementary students, and a pilot study (59 fourth graders) indicated that nine of them were too difficult (< 50% correct) or too easy (> 95% correct). The remaining 20 items were retained as a spatial vocabulary measure and administered to 181 (75 girls, mean age = 119.73 months, SD =4.01) fourth graders, along with measures of geometry, arithmetic, spatial abilities, verbal memory span, and mathematics attitudes and anxiety. A Rasch model indicated that all 20 items assessed an underlying spatial vocabulary latent construct. The convergent and discriminant validity of the vocabulary measure was supported by stronger correlations with theoretically related (i.e., geometry) than with more distantly related (i.e., arithmetic) mathematics content and stronger relations with spatial abilities than with verbal memory span or mathematics attitudes and anxiety. Simultaneous regression analyses and structural equation models, including all measures, confirmed this pattern, whereby spatial vocabulary was predicted by geometry knowledge and spatial abilities but not by verbal memory span, mathematics attitudes and anxiety. Thus, the measure developed in this study helps in assessing upper elementary students' mathematics-specific spatial vocabulary.

Attitudes of mathematics, science and classroom teacher candidates towards mistake and instant feedback

Attitudes of mathematics, science and classroom teacher candidates towards mistake and instant feedback

The Effects of Activities Enriched with Game Elements in Mathematics Lessons

Differentiated instruction is a form of teaching. The content, processes, products, or learning environment can be differentiated with respect to students' readiness to learn, interests, and learner profiles. Enrichment, one of the differentiation strategies, can be described as the student’s intensive work on any subject or area. Using game elements can also impact students' achievement, mathematics attitude, and motivation. The aim of this study was to investigate the influence of activities enriched with game elements on students’ learner profiles in mathematics lessons and their achievement, motivation, and attitudes. This current study used the quantitative quasi-experimental approach with 24 6th-grade students during two weeks. The Learner Profile Scale was used on the students and then mathematics activities with game elements were prepared for experimental group. An Academic Achievement Test and Attitude and Motivation Towards Mathematics Scales were used as data collection tools before and after the implementation of activities enriched with game elements. Mann Whitney U Test is used to analyse the differences between experimental and control group. Wilcoxon Signed Rank Test is used to analysed the difference pre- and post-test both experimental and control group. According the result significant point for students’ academic achievement, motivation and attitude is found as .229, .002 and .043 respectively. Effect size is calculated for students’ academic achievement, attitudes and motivation as .34, .58 and .58 respectively. As a result of this study, the use of enriching game elements had positive and larger effect on students’ motivation, and attitude in mathematics lessons. Although the differences between experimental and control group is not found significantly for the student's achievement, there is a difference between pre- and post-test and the size of effects is calculated as medium. Hence, the educational gamify activities should be design by considering the students’ types.

Positive attitudes toward mathematics among senior high school students in Cape Coast Metropolis

The study involved 2,575 students selected through a combination of probability and non-probability sampling procedures. Explanatory sequential mixed methods design was used. Participants completed the Fennema-Sherman Mathematics Attitude Scales (FSMAS) to provide the quantitative data for the research. The qualitative data were gathered through interviews. The arithmetic mean from the survey data for each of the students was used to shortlist 140 students for focus group interviews. The findings revealed that some of the impetuses that drive the respondents’ positive attitudes towards mathematics were mathematics as a compulsory subject, good teaching strategies by teachers, the utility of mathematics, career aspirations, and encouragement from parents, guardian or peers. The study recommended that stakeholders should encourage, enhance and promote these factors. Teachers, educators, and researchers are encouraged to dig deeper to unearth more of such factors.

창의⋅인성 활동이 학업성취도 및 수학적 학습태도에 미치는 영향

Objectives The research purpose of this study is, first, to devise and apply creative and personality activities containing creative and personality elements. Second, it improves learners' academic achievement through creative and personality activities. Third, creativity and personality activities are used to positively change learners' mathematical learning attitudes.
 Methods The study was conducted on 60 students in two classes in the second grade of 00 High School located in 00 Metropolitan City where the researcher works. Two classes were selected based on the results of the midterm exam in the first semester of the second grade, and the first class was divided into a research class and the other class was divided into a comparative class, and 13 classes were conducted for about two months from May 2 to July 5, 2021. The research class (30 students) was taught as creative and personality activities, and the comparative class (30 students) was taught based on traditional textbooks. The learning activities of the research class and the comparative class were different. The contents of the map were taught at the same level. In the research class, the ratio of classes with creative and personality activities and classes with traditional textbook-oriented classes was 4:6. This researcher was in charge of the second grade, so the study was conducted on the second grade. The actual instruction of the class was guided by the researcher in the research class and the comparison class.
 Results As a result of the study, first, in this study, the learning contents for each unit were first set and creative and personality activities were conducted. By applying this to the class, it was possible to improve academic achievement and mathematical learning attitude. Second, creativity and personality activities were more effective in academic achievement and mathematical learning attitudes compared to traditional textbook-centered classes for students in the upper, middle, and lower ranks. Third, in creative and personality activities, low-ranking students, who are usually ignored in math classes, also became interested in the class, showing an improvement in the level of academic achievement.
 Conclusions In conclusion, the research class taught as creative and personality activities had significant differences in academic achievement and mathematical attitudes compared to the comparative class.

İlköğretim Matematik Öğretmen Adaylarının STEM Eğitimine Yönelik Tutumları ile 21. Yüzyıl Becerileri Yeterlilik Algıları Arasındaki İlişkinin İncelenmesi

This study aimed to determine the relationship between elementary mathematics teacher candidates' attitudes towards STEM education and proficiency perceptions of 21st-century skills. The relational screening model, which is used to determine the relationship between two or more variables, was used from quantitative research methods. The sample of the study consists of 71 elementary mathematics teachers. The data were collected with two measurement tools, “STEM (Science-Technology-Engineering-Mathematics) Education Attitude Scale” and “21st Century Skills and Competences Scale Directed at Teaching Candidates”. In the study, it was investigated whether there is a significant difference in the attitudes of elementary school mathematics teacher candidates towards STEM education according to grade level and gender, whether there is a significant difference in 21st-century skills proficiency perceptions according to grade level and gender, and whether there is a significant relationship between their attitudes towards STEM education and 21st-century skills. As a result of the analyses conducted, it has been determined that there is a significant difference in 21st-century skills proficiency perceptions according to grade levels. It was concluded that there is no significant relationship between their attitudes towards STEM education and their perceptions of 21st-century skills competence.

Spanish adaptation of the Math and Me Survey in primary education: Measuring second and fourth graders’ attitudes toward mathematics

The English version of the “Math and Me Survey” was developed to measure mathematical attitudes of elementary students. This study was used to translate, validate and examine the attitudes of Spanish students in the second and fourth grades of primary school. The translation-back translation procedure was adopted. A total of 81 students (42 boys and 39 girls), with a mean age of 8.19 years completed the Spanish survey. The psychometric properties of the adapted survey were examined by internal consistency, reliability and factorial structure. The exploratory factor analysis of the 18-item adapted questionnaire provided a two-factor structure, similar to the original questionnaire: mathematical self-concept and enjoyment of mathematics. For each factor, the Spanish survey had high internal consistency, respectively ω = .89 and ω =.91. However, the confirmatory factor analysis did not show overall good fit. The adapted survey should be interpreted with caution, suggesting a need for further investigation to be used as an effective tool for evaluating math self-concept and enjoyment in a Spanish-speaking context. In addition, the results of its application indicated that (1) second-graders had a better mathematics self-concept and enjoy mathematics more than fourth-graders, and (2) boys had a greater mathematics self-concept than girls, but girls enjoyed this subject more in second grade.

Improving Understanding of The Concept of Multiple with Manipulative Objects through A Realistic Approach in Class II Elementary School Students

Mathematics subjects in grade II SDN Pondok Aren 04, Pondok Aren District, South Tangerang City, can be seen as quite preferred subjects by students. Student activity in learning mathematics is quite good, although the desired results have not been maximized. The objectives of the research are; (1) to find out whether students' understanding of multiplication using a realistic approach grade II SDN Pondok Aren 04 Pondok Aren District, South Tangerang City, Antapani District increased?, and (2) to find out whether students' interest in teaching mathematics in grade II multiplication is better?. The method used in this study is an analytical descriptive method with a class action model. The results obtained from the study are (1) learning mathematics using a realistic approach can increase students' understanding in multiplication. It can be seen from the results obtained by students in mathematics learning there is an improvement, and (2) student attitudes in learning mathematics using a realistic approach can increase student interest in mathematics, so that mathematics is no longer a difficult subject to understand and understand.

Relationship between Mental Health Problems and Resilience Among Students. The Moderating Role of Motivation for Mathematics Learning

The paper presents the results of a study testing the moderating role of the motivation for mathematics learning between mental health problem and resilience in children. The sample consisted in 707 Romanian children, (average age 13 years old). The students filled in the questionaries for strengths and difficulties (SDQ), the CYRM for Resilience (Ungar& Theron, 2019) and a questionnaire for mathematics attitudes. The results indicate a significant moderating effect of the mathematic motivation for the relationship between mental health problems (difficulties such as emotional problem, behavioral problems, hyperactivity and peer relations problem) and resilience. So, the mathematic motivation learning reduces the negative effect of mental health problems on resilience, contributing as a protective factor in front of difficulties. There are implications for learning design in educational settings, so the teachers could pay more attention to enhance the student’s motivation for learning mathematics as a possible intervention to enhance resilience.

ADVERSE MATH ATTITUDES IN THE POST-PRIMARY EDUCATION OF RIVER STATE, NIGERIA: CAN METACOGNITION DO THE MAGIC?

There is growing concern about the increasing adverse attitude towards mathematics in Nigeria's educational system. Numerous research has underscored appropriate steps to address the challenge of mathematics attitudes. However, little is known about the role of metacognitive teaching in promoting healthy math attitudes. The present study employed a quasi-experimental design to examine the effect of the metacognitive instruction approach on students' mathematical attitudes in River State. Ninety-one (n = 91) students comprising males and females between the ages of 10 and 14 years with a mean age of (M=9.14) and (SD= 1.24) were randomly selected from different public secondary schools in River State as the study participants. The participants were grouped into two and were subjected to a pre-test and post-test study. The independent t-test conducted on the data following the pre-test and post-test studies proved that Metacognition enhanced the participants' mathematical attitudes at MD = 13.65 (95% CI, 8.91 to 16.17), t (89) = 6.328, p = .001. Thus, the result supported the study's hypothesis. It was concluded that Metacognition is effective in enhancing students' mathematics attitudes. The study recommends that teachers be regularly trained in using the metacognitive approach in the classroom.

ADVERSE MATH ATTITUDES IN THE POST-PRIMARY EDUCATION OF RIVER STATE, NIGERIA: CAN METACOGNITION DO THE MAGIC?

There is growing concern about the increasing adverse attitude towards mathematics in Nigeria's educational system.Numerous research has underscored appropriate steps to address the challenge of mathematics attitudes. However, little is known about the role of metacognitive teaching in promoting healthy math attitudes. The present study employed a quasi-experimental design to examine the effect of the metacognitive instruction approach on students' mathematical attitudes in River State. Ninety-one (n = 91) students comprising males and females between the ages of 10 and 14 years with a mean age of (M=9.14) and (SD= 1.24) were randomly selected from different public secondary schools in River State as the study participants. The participants were grouped into two and were subjected to a pre-test and post-test study. The independent t-test conducted on the data following the pre-test and post-test studies proved that Metacognition enhanced the participants' mathematical attitudes at MD = 13.65 (95% CI, 8.91 to 16.17), t (89) = 6.328, p = .001. Thus, the result supported the study's hypothesis. It was concluded that Metacognition is effective in enhancing students' mathematics attitudes. The study recommends that teachers be regularly trained in using the metacognitive approach in the classroom.

유아교사의 수학적 태도와 수학교과교육학지식이 수학문해환경에 미치는 영향

Objectives The purpose of this study is to analyze the effect of early childhood teachers' mathematical attitudes and Mathematical Knowledge for teaching on the mathematical literacy environment of early childhood education institutions. Methods Data were collected from 229 teachers working at 34 kindergartens and daycare centers located in Seoul, Gyeonggi, and Incheon using a questionnaire for teachers on mathematical attitudes, Mathematical Knowledge for teaching, and mathematics literacy environment. The collected data were analyzed using descriptive statistics, frequency analysis, t-test, one-way ANOVA, and stepwise multiple regression analysis. Results First, it was found that early childhood teachers differ in their mathematical attitudes according to the age of the class they are in charge of, and Mathematical Knowledge for teaching differs according to career, academic background, and type of institution among general variables of early childhood teachers. In addition, it was found that the environment of mathematical literacy differed according to career and educational background, type of institution, and age in charge among general variables of early childhood teachers. Second, general variables of early childhood teachers, mathematical attitudes and mathematical knowledge for teaching showed positive correlations with the environment of mathematics literacy. Third, the general variables of early childhood teachers, the motivation for mathematics in the mathematical attitude, and the knowledge of teaching and learning methods in the mathematical knowledge for teaching had explanatory power in the mathematical literacy environment. Conclusions This study investigated the effects of teachers' general variables, mathematical attitudes, and mathematical knowledge for teaching on the mathematical literacy environment of early childhood education institutions. Through this, it was emphasized that teacher education should be carried out by developing a teacher education program that can improve teachers' mathematical attitude and knowledge of mathematics and pedagogy as a way to improve the quality of the environment for mathematics literacy in the early childhood education field.

An SEM Model of Learning Engagement and Basic Mathematical Competencies Based on Experiential Learning

Primary school mathematics is one of the most important subjects in primary school learning, and basic mathematical competencies are an important component of the response to academic achievement. Improving students’ basic competence in mathematics is one of the important goals of teaching mathematics in primary schools. Research has shown that experiential learning has an impact on basic competencies in mathematics, attitudes toward mathematics, and self-efficacy in mathematics. Therefore, this study explores the structural model that fits the relationship between experiential learning and basic competencies in mathematics using a linear model. This study uses a sample of 263 primary school students to explore the influential relationships between learning engagement, mathematical attitudes, mathematical self-efficacy, and basic mathematical competencies after experiential learning. The study revealed that the model had a good fit, with learning engagement, mathematical attitudes, and mathematical self-efficacy all having significant effects on basic mathematical competencies; in addition, behavioral engagement had insignificant effects on mathematical attitudes and mathematical self-efficacy. This study can infer through one year of experiential learning and based on the structural model developed that experiential learning in mathematics can increase students’ learning engagement in mathematics learning and positively influence mathematical attitudes and mathematical self-efficacy, thus positively influencing students’ performance in basic mathematical competencies.

Assessing the impact of differentiated instruction on mathematics achievement and attitudes of secondary school learners

The aim of the study reported on here was to assess the impact of differentiated instruction in terms of mathematics achievement and the attitudes of secondary school learners to reveal their views on differentiated instruction. The study was designed according to a mixed method design in which both quantitative and qualitative methods were used. The study group, which constituted the quantitative dimension of the study, consisted of 2 control groups and 1 experimental group. The Mathematics Achievement Test, Mathematics Attitude Scale and a semi-structured interview form were used as data collection tools. One-way anova and descriptive analysis techniques were applied for the analysis of the data. We concluded that differentiated instruction in mathematics courses increases secondary school learners’ mathematics achievement, but has no effect on their attitudes towards mathematics.

Journal Writing: Effects on Students’ Academic Performance and Attitude towards Mathematics in Modular Distance Learning

Students are able to elaborate and reflect on their learning if they are given the opportunity to write them down in a journal. This study assessed the effects of Journal Writing Approach on Grade 10 Students’ Academic Performance and Attitude in Mathematics. It aimed to (a) describe the level of performance of students when exposed to modular learning and those exposed to modular learning with journal writing; (b) find the level of students’ attitude towards Mathematics when exposed to modular learning and those exposed to modular learning with journal writing; (c) identify the significant difference of students’ performance between pretest scores and posttest scores when exposed to modular learning and those exposed to modular learning with journal writing; and (d) evaluate the significant difference of students’ attitude in terms of pretest scores and posttest scores i when exposed to modular learning and those exposed to modular learning with journal writing. A quasi-experimental research design was utilized in this investigation. Results showed that academic performance of both groups during the pretest were very low, and during the posttest, students exposed to Journal Writing Approach showed higher increase in post test scores. The level of students’ attitude towards Mathematics for both exposed to Journal Writing Approach and without it was neutral. The group exposed to Journal Writing Approach has improved their academic performance based on the mean scores from a negative attitude in the pretest to a positive result during the posttest. But the students exposed to modular learning only remained undecided. More so, there is a significant difference on students’ academic performance and attitude in Mathematics when exposed to modular learning and those exposed to modular learning with journal writing in favor of the latter. Hence, journal writing has shown positive effects in improving students’ academic performance and attitude in Mathematics.

Linking gender differences with gender equality: A systematic-narrative literature review of basic skills and personality.

There is controversy regarding whether gender differences are smaller or larger in societies that promote gender equality highlighting the need for an integrated analysis. This review examines literature correlating, on a national level, gender differences in basic skills-mathematics, science (including attitudes and anxiety), and reading-as well as personality, to gender equality indicators. The aim is to assess the cross-national pattern of these differences when linked to measures of gender equality and explore new explanatory variables that can shed light on this linkage. The review was based on quantitative research relating country-level measures of gender differences to gender equality composite indices and specific indicators. The findings show that the mathematics gender gap from the PISA and TIMMS assessments, is not linked to composite indices and specific indicators, but gender differences are larger in gender-equal countries for reading, mathematics attitudes, and personality (Big Five, HEXACO, Basic Human Values, and Vocational Interests). Research on science and overall scores (mathematics, science, and reading considered together) is inconclusive. It is proposed that the paradox in reading results from the interrelation between basic skills and the attempt to increase girls' mathematics abilities both acting simultaneously while the paradox in mathematics attitudes might be explained by girls being less exposed to mathematics than boys. On the other hand, a more nuanced understanding of the gender equality paradox in personality is advanced, in which a gene-environment-cultural interplay accounts for the phenomenon. Challenges for future cross-national research are discussed.