Mathematics Attitudes Research Articles

Sikap Siswa pada Pembelajaran melalui Teams-Games-Tournament (TGT)

This study aims to determine student attitudes in learning mathematics using the Teams-Games-Tournaments (TGT) cooperative at SMK Negeri 1 Tembilahan, Riau. Research respondents consisted of 64 students in class X. A total of 32 students were involved in the experimental group and 32 students for the control group. Mathematical attitudes were measured using 19 questions adapted from Arsaythamby and Rosna Awang Hashim (2009), while 20 questions were used to measure student attitudes using TGT adapted from Slavin (1995). The data were collected three times, namely the Initial Test, Post 1 and Post 2 tests which took place five weeks after the Initial Test and Post 1 Test. Data analysis used mixed between-within subjects ANOVA. The results of this study indicate that mathematical attitudes have an important role in increasing mathematical achievement in TGT cooperative learning. The results of the interviews showed the addition of students' interest and motivation in mathematics in TGT cooperative learning. Meanwhile, the results of the observations show that students and teachers are active during the teaching and learning process using TGT. This can be seen from the interactions between students and teachers who work well together.

High school students’ attitudes towards geometry: An exploratory factor analysis

While there are several scales that measure students’ mathematical attitudes, few are focused on measuring students’ attitudes towards geometry. Some of the scales present in literature measure different dimensions of students’ attitudes towards geometry, such as their enjoyment of the subject, motivation to learn it, and perception of the usefulness of learning geometry. In the present study, we present an instrument that can be used to measure students’ attitudes towards geometry by focusing on four factors: (1) students’ enjoyment, (2) perception of the usefulness of learning geometry, (3) negative (or positive) factors underlying the learning of geometry, and (4) students’ motivation to learn geometry. The instrument has been tested on a sample of 242 Italian high school students. An exploratory factor analysis has shown that the instrument is valid and the reliability of the instrument is high.
 
 Keywords: geometry, attitude, PCA, EFA, high school.

ANALISIS FAKTOR KESULITAN BELAJAR MATEMATIKA MASA PANDEMI COVID-19 PADA PESERTA DIDIK KELAS IV SDS TRI SUKSES

The problem in this study is that students have difficulty learning mathematics during the Covid-19 pandemic. This study is aims to determine the factors of learning difficulties in mathematics in fourth grade students of SDS Tri Sukses, with the limitation of the problem of factors of learning difficulties in mathematics and efforts to overcome difficulties in learning mathematics in grade IV students of SDS Tri Sukses. The research method in this study is a qualitative method with a descriptive approach. Data collection techniques with interviews, observation and documentation. The data in the analysis refers to the data of Miles and Hubberman with the following steps: data collection, data reduction, data presentation, and conclusion drawing. The results of this study indicate that the factors that cause difficulty in learning mathematics come from internal factors, namely the health of students who are not optimal, negative attitudes in learning mathematics, student interest, and student motivation is still low. External factors include the use of teaching methods that are less varied, the lack of use of learning media, the relationship between educators and students who are less close and the family environment. Efforts made in overcoming difficulties in learning mathematics are teachers always provide motivation, provide contextual or real learning, increase interest in learning and help and guide students who have difficulty learning mathematics

The Development and Effects of the Mathematics Performance Assessment Based on Internal Assessment in IBDP

본 연구는 IBDP 내부평가 기반 수학과 수행평가가 고등학교 1학년 학생들에게 어떤영향을 미치는지 파악하기 위하여 수행되었다. 이러한 목적을 달성하기 위하여 IBDP 내부평가의 평가 기준과 방향을 기반으로 수행평가 ‘수학을 이용한 실생활 문제 해결 연구 보고서’를 개발했다. 이 수행평가를 제주의 IB후보학교인 표선고등학교의 1학년 학생들에게 적용하여 2021년 3월 25일부터 6월 17일까지 3개월에 걸쳐 진행하였다. 검사도구는 창의적 문제 해결력 검사, 수학적 태도 검사, 독립연구능력 검사를 이용하였다. 수행평가를 하기 직전에 실시했던 사전 검사와 평가를 끝낸 직후 실시한 사후 검사의결과를 비교 분석하였다. 자료 처리는 SPSS 19 통계 프로그램을 활용하여 유의수준 5% 에서 대응표본 t-검정을 이용하여 분석하였다. 개발한 수행평가를 적용한 결과, 검사한모든 영역에서 통계적으로 유의미한 영향이 매우 크다는 사실을 알게 되었다(유의확률 ***p < .001). 이 연구를 통하여 추후 더욱 다양한 IBDP 기반의 수행평가가 개발되어우리나라의 평가에 긍정적인 영향이 미치기를 기대한다.The purpose of this study was to find out if the mathematics performance assessment based on internal assessment in IBDP affect to 1st year high school students. For this purpose, the performance assessment, ‘report on solving real-life problems using mathematics’ based on the criteria and direction of international assessment in IBDP. This assessment was applied to 1st year at Pyoseon High School, which is IB candidate school in Jeju, and was conducted for three months from March 25th to June 17th in 2021. The research tools were used such that creative problem-solving skills test, mathematical attitude test, and independent research skills test. The results of the pre-test conducted just before the performance assessment and the post-test conducted immediately after the assessment were compared. As for analyzing, SPSS 19 program was used and analyzed an independent sample t-test at a significant level of 5%. As analyzing, it was found that the mathematics performance assessment based on internal assessment in IBDP affected on every factors in any research tools (***p < .001). Through this study, I hope that diverse IBDP-based performance assessment will be developed in the future, having a positive effect on assessment in Korea.

TÜBİTAK 4004 Nature Education and Science Schools “Mathematics Is In My Nature!” Evaluation of the Project

In this study, “There is Mathematics in My Nature!" which was conducted within the scope of TUBITAK 4004 Nature Education and Science Schools’ the project has been evaluated. In the project, it is aimed to carry out nature-themed activities, workshops and laboratory studies, to include knowledge and skills to be gained through new and different learning approaches, to raise awareness about mathematics in students by making them realize the relationship between different disciplines and mathematics, and to contribute to the development of students' individual creativity. In addition, it is among our aims to provide a positive change in the perspectives towards science, to provide students with a critical-artistic-inquiring perspective, to contribute to the bodily-kinesthetic development of the students, and to discover the mathematics hidden in nature and other branches of science. In addition, in this project it is aimed that the participants are actively involved in individual and group work, that their sense of curiosity is activated and that they learn by doing and experiencing. The target group of the project is 7th and 8th grade students studying in public schools in the 2020-2021 academic year. In the project, "Mathematics Attitude Scale", "Mathematics Anxiety Scale", "Affiliation to Nature Scale" and "Activity Studies Evaluation Scale" were applied to the students. In addition, in the light of the findings, it has been seen that students' learning mathematical elements intertwined with nature, by doing and experiencing, contributes to their internalization of the knowledge of mathematics and making mathematics a part of their lives. In the light of the project findings, it was observed that the participants' anxiety towards mathematics decreased, their commitment to nature and their attitudes towards mathematics changed positively. In line with the results obtained from the research, it is thought that the integration of the existing education system into the activities that the students will perform in nature by doing and living will make positive contributions to education.

The Effects of Realistic Mathematics Education on Mathematics Attitudes of Turkish Students: A Meta-Analysis

In this research, the effects of Realistic Mathematics Education on Turkish students' mathematics attitudes were investigated through meta-analysis. For this purpose, determined indexes were searched for relevant keywords. As a result of the searching, 22 studies were included in the research according to the predetermined inclusion criteria and their effect sizes were calculated. In the analysis, the statistics programs MetaWin and Comprehensive Meta-Analysis were employed. The effect sizes were calculated using Hedges' g coefficient, with a 95% confidence level. The overall effect size value was calculated as 0.652 with a 0.101 level of standard error using the random effects model. The findings show that Realistic Mathematics Education has a moderately positive effect on Turkish students' attitudes toward mathematics. The effect sizes calculated with regard to moderator variables -level of education, field of study and implementation period-, revealed no statistically significant differences between the groups. There was a statistically significant difference in sample size between the groups.

Contemporary Reinterpretation of the Abacus as an Arithmetic Teaching Aid

The research goal of this study is to explore the direction of the abacus by reinterpreting the role and utility of the abacus in a modern way to highlight what advantages it can be and to apply it to future learners and educational fields. Abacus education using an abacus needs to be approached from the perspectives of ‘Practical Education Theory’ and ‘Experience-oriented Education Theory’, which have a theoretical basis for experiential learning. With the development of math and arithmetic skills through the abacus learning using the teaching aid, future learners can raise their mathematical competence by positively forming a mathematical attitude such as awareness, interest, and self-concept of the subject. In order for this, the recognition of the abacus teaching aid needs to be diversified. This study suggested that the usefulness of the abacus, as a concrete manipulative, can be the tool to raise students' ‘affective competency’ for the development of mathematical skills such as attitude and interest, not just a numerical and arithmetic teaching aid. The harmonious development of both cognitive and affective achievement is important to enable students to engage in learning while maintaining interest in mathematics subjects. For this purpose, it is important for students to gain confidence in math classes, and abacus learning can be actively used in the educational field in terms of improving confidence in math classes.&#x0D;

Assessing the attitude and problem-based learning in mathematics through PLS-SEM modeling.

Mathematics plays a leading part in day-to-day life and has enhanced a necessary component for human accomplishments. Students from many countries do not reach the expected level in mathematics. Therefore, it is essential to pay close consideration to the causes related to ability in mathematics. Mathematics attitude is considered as one of the critical variables in the process of mathematics learning. This study aimed to determine students’ attitudes and achievements through problem-based learning in mathematics. The selected study group contained 600 students and 35 teachers from rural public secondary schools in District Rawalpindi, Pakistan. The data collection was done using questionnaires from students and teachers and collected data analyzed by SPSS 23 and Amos 23. This study’s result was carried out using Partial Least square structural equation Model (PLS-SEM), descriptive analysis, and hypotheses testing. The outcomes in this study indicated that the mean fluctuated between 1 to 4.5, 3.71 to 4.20, and Std. Deviation fluctuated between 0.6 to 2.0 and 0.75 to 1.55 in the students and teacher models, respectively. The results of the PLS-SEM students’ model show a negative attitude towards mathematics. The teachers’ PLS-SEM model showed the Effects of using problem-based learning (PBL) on students’ achievements. According to the hypotheses testing, the acceptance of hypotheses by stating that the Confidence in Learning Mathematics Scale (C), Value of Mathematics Scale (V), and Student Mathematics Motivation Scale (M) are significant effects for the Students’ Attitude Toward Problem-Based Learning (ATPBL). But the Attitude Toward Enjoyment in Mathematics Scale (AE) was rejected, and it did not significantly affect the ATPBL. As well as, the Problem-solving learning and students’ achievement (PLA), Advantages of problem-solving learning (APL) and Difficulties in using problem-solving learning (DPL) have a significant positive effect on the ATPBL. Finally, this study suggested that teachers also adopt new teaching methods corresponding to mathematics, and there is a need to explore particular mathematics skills to enhance students’ learning abilities.

Examining the mathematical autobiographies of undergraduate health science students

Numerous studies affirm the importance of students’ attitudes for mathematical education. This study uses mathematical autobiographical essays to examine the mathematical experiences and attitudes of undergraduate students enrolled in mathematics classes at a Midwestern University in the United States. The essays of 41 students (20 men, 21 women) out of 170 enrolled in College Algebra, Precalculus, and Calculus were analyzed using the categories of (1) confidence in mathematics ability, (2) value of mathematics, and (3) liking of mathematics. This paper provides context and theoretical depth to student reports of their attitudes in these categories. Statements at the intersections of both confidence and liking, and value and liking provide additional insights. First, students who perceive mathematics as valuable are more likely to like it. Second, the vast majority of students talk about confidence and liking together, and with a positive correlation. Further, these students tend to talk about liking or not liking mathematics because of their perceived ability in mathematics. Our study suggests the importance of proactive teaching strategies to improve students’ perceptions of the value, liking of, and their confidence in, mathematics, and also suggests self-efficacy as a potential theoretical basis for this work.

Investigating groupings in pre-service accounting teachers’ attitudes towards mathematics

Background: A distinct mathematics proficiency is required in the study of accounting. The students’ success depends on attitudes towards mathematics that influence the participation rate of students in accounting modules.Aim: The main aim of the study was to investigate groupings in pre-service accounting teachers’ attitudes towards mathematics.Setting: The setting of the study was a higher education institution (HEI). This study was based on a survey of pre-service accounting teachers about their attitudes towards mathematicsMethods: This study used Fennema-Sherman Mathematics Attitudes Scales (F-SMAS). A convenient sample of the study was 255 Bachelor of Education (Accounting) students (first year = 143, second year = 77 and third year = 35). Data were analysed using descriptive and inferential statistics with p 0.050 level of significance.Results: The study found that mathematical ability, family, home context and geographical location were significant factors in determining attitudes towards mathematics and subsequent study of accounting.Conclusion: The study offers practical insights to navigate attitudes towards mathematics of students with the aim of setting mathematics support interventions given the several challenge students encounter in mathematics.

THE EFFECT OF STUDENTS ATTITUDE IN MATHEMATICS LESSONS ON UNDERSTANDING THE CONCEPT OF MATHEMATICS FOR HIGH SCHOOL STUDENTS

The purpose of this study was to determine the effect of student attitudes in mathematics lessons on understanding mathematical concepts. The research method used is a survey method by collecting data directly from respondents. To obtain data on student attitudes in mathematics, the researchers collected data using a questionnaire, then to obtain data on understanding mathematical concepts, the test results were distributed to students. Samples were taken as many as 100 students with a simple random technique. Data analysis using simple linear regression. The results showed that there was an effect of students attitudes in mathematics on understanding mathematical concepts. To improve students understanding of mathematical concepts, it is necessary to make changes to improve the ability of subject teachers, especially mathematics teachers, by providing training or upgrading, attending teacher seminars, providing opportunities to continue education, or getting their own references about generating student motivation.

Mathematics teachers' attitudes towards the use of electronic alternative assessment methods in the primary school in Dammam: اتجاهات معلمي الرياضيات نحو استخدام أساليب التقويم البديل الإلكترونية في المرحلة الابتدائية بالدمام

The current study aimed at identifying the attitudes of mathematics teachers towards electronic alternative assessment methods in the primary school in Dammam, and to achieve the objectives of the study , the researcher used the descriptive approach, and the researcher prepared a questionnaire as a study tool consisting of (32) phrases, and the research community consisted of (202) mathematics teachers in the school Primary school in Dammam for the academic year (1441-1442 AH) , while the randomly selected sample consisted of (109) teachers. The results showed that the attitudes of mathematics teachers towards electronic alternative assessment methods in the primary school in Dammam were highly positive and with an arithmetic average for all items (3.82), as the sample members have a large degree of interest and motivation towards it and with an arithmetic average (3.99), as well as an estimate of its value. And its importance to a large degree and with an arithmetic average (3.95), as for the nature of their use of electronic alternative assessment methods, it was in a large degree and with an arithmetic average (3.49). In light of this, In light of the results of the study, the researcher recommended a number of recommendations, including: Expanding the implementation of training courses in the field of electronic alternative assessment methods, and morally motivating mathematics teachers in order to employ electronic alternative assessment methods.

Impact of reducing contact learning hours during covid-19 on learners’ attitude and achievement in mathematics. A case of three selected secondary schools in Lusaka District, Zambia

Impact of reducing contact learning hours during covid-19 on learners’ attitude and achievement in mathematics. A case of three selected secondary schools in Lusaka District, Zambia

STUDENTS’ MATHEMATICAL BELIEFS AND ATTITUDES AS PREDICTORS TO STUDENTS’ MATHEMATICAL ABILITY

This study dealt with the students’ mathematical beliefs and attitudes as predictors to students’ mathematical ability of New Bataan District. The study's main goal is to determine the impact of mathematical beliefs and attitudes on students' mathematical ability in New Bataan District, using a research design that is quantitative and predictive-correlational with regression analysis and a total of 270 respondents among junior high school students from the district's eight secondary schools. The Mean, Pearson r, and Multiple Regression Analysis were the measurable instruments used in this study. The mathematical beliefs of students were discovered to be a strong predictor of their mathematical abilities in the New Bataan district in terms of teacher’s role, relevance, difficulty, and high degree of competence. Furthermore, the results revealed that in terms of confidence, importance, and engagement, students' mathematical attitudes as a predictor of students' mathematical ability in the New Bataan district are quite high. Moreover, the students’ mathematical beliefs and students’ mathematical ability of New Bataan District have a significant relationship. Also, the students’ mathematical attitudes and students’ mathematical ability of New Bataan District have a significant relationship. Only teacher’s role out of four domains of students’ mathematical beliefs predicts students’ mathematical ability. No domains of students’ mathematical attitudes predicts students’ mathematical ability. As a result, the higher a student's mathematical ability, the better his or her mathematical beliefs and attitudes about mathematics are.

PAQIA: The Relationship between Freshman College Students' Academic Performance and the Performance Analysis Quadrants, Interest, and Attitudes in Mathematics 11

The teaching of the subject Mathematics in the Modern World is one of the new course in the first year college requires teachers to be a high tech teacher-leader or teacher-manager in their respective classrooms. This study surveyed freshmen college students in Math 11(Mathematics in the Modern) on their level of interest, attitudes, and academic performance and did a correlational approach to the gathered data. It also adopted the Performance Analysis Quadrant (PAQ) for employees by Jones (1993 to analyze the relationship of the factors like attitudes towards Mathematics and the level of performance indicated by the freshmen students in the areas of Mathematics. The results showed that:That most of the students have low interest and unfavorable attitude in Math 11(Mathematics in the Modern World) in which most of them have grades of 80 to 84%. The correlation of the level of interest in Math and academic performance is “positive moderate correlation”, while the attitude and level of interest in Math is” positive low or weak correlation”, and the attitude and academic performance is also “positive low correlation.” This implies that as attitude change, the academic performance also changes moderately. “The performance analysis quadrant revealed that most of the students have satisfactory performance but with unfavorable attitudes towards Math 11(Mathematics in the Modern World). Thus, the level of interest can contribute to the attitudes and the academic performance of the students in Math 11.

Internalizing Achievement Inequality: The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM

Internalizing Achievement Inequality: The Development of Racial/Ethnic Differences in Mathematics Attitudes and Their Implications for Persistence in STEM

Comparison and Correlation between Attitude and Process Skills in Mathematics: The Case of Public and Islamic Middle School in Indonesia

Comparison and Correlation between Attitude and Process Skills in Mathematics: The Case of Public and Islamic Middle School in Indonesia. Objectives: to find out the comparison and relationship between process skills and students’ interest in learning mathematics in junior high school. Methods: using a quantitative descriptive survey design. A total of 140 students from SMPN 35 Batanghari and MTsN 5 Batanghari were purposively selected as research samples. Data analysis used descriptive and inferential statistics. Findings: The results of the t-test of students’ process skills and interest in learning at SMPN 35 Batanghari and MTsN 5 Batanghari obtained sig. (2-tailed) is less than 0.05. Analysis of the correlation between the interests and process skills of students obtained the value of sig. (2-tailed) in each school is less than 0.05. Conclusion: There are differences in students’ interest and process skills between each school and students’ interest is significantly correlated with process skills. Interest in learning will create curiosity, so that it can improve students’ process skills. Keywords: mathematics, attitude, process skills, public school, Islamic school. Abstrak: Perbandingan dan Korelasi antara Sikap dan Keterampilan Proses dalam Matematika: Kasus SMP Negeri dan Islam di Indonesia. Tujuan: untuk mengetahui perbandingan dan hubungan antara keterampilan proses dan minat siswa pada pelajaran matematika di sekolah menengah pertama. Metode: menggunakan desain survei deskriptif kuantitatif. Sebanyak 140 siswa dari SMPN 35 Batanghari dan MTsN 5 Batanghari dipilih secara purposive sebagai sampel penelitian. Analisis data menggunakan ilmu statistik deskriptif dan inferensial. Temuan: Hasil uji-t keterampilan proses siswa dan minat belajar siswa di SMPN 35 Batanghari dan MTsN 5 Batanghari diperoleh sig. (2-tailed) lebih kecil dari 0,05. Analisis korelasi antara minat dan keterampilan proses siswa diperoleh nilai sig. (2-tailed) di setiap sekolah kurang dari 0,05. Kesimpulan: Terdapat perbedaan minat dan keterampilan proses siswa dimasing-masing sekolah dan minat siswa berkorelasi signifikan dengan keterampilan proses. Minat belajar akan menimbulkan rasa ingin tahu, sehingga dapat meningkatkan keterampilan proses siswa. Kata kunci: matematika, sikap, keterampilan proses, sekolah negeri, sekolah berbasis Islam. DOI: http;//dx.doi.org/10.23960/jpp.v12.i2.202210

Matematik Kaygısının Nedenleri ve Öğretmenin Cinsiyetinin Bu Durum Üzerindeki Etkisi

The aim of this study is to determine the factors that affect students' attitudes towards mathematics lesson and the effect of teacher's gender on this situation, especially to examine the causes of mathematics anxiety. The universe of the research consisted of 129 students, 75 (58.1%) girls and 54 (41.9%) boys, who were studying at schools in the city center of Van in the 2018-2019 academic year. The data obtained from the research were analyzed with the SPSS (Statistical Package for Social Sciences) Package Program. Questionnaire technique consisting of two parts was used as a data collection tool in the research. While the first part of the questionnaire is the personal information form to determine the demographic characteristics of the students, the second part is the Mathematics Attitude Scale, which is used to determine the students' attitudes towards the mathematics lesson. As a result of the analysis of the data obtained from the study, it was seen that the attitudes of the students towards the mathematics lesson were moderately positive. Again, as a result of the statistical analysis, it was seen that the attitudes of the students who stated that they liked the mathematics lesson, those who stated that they were satisfied with the teacher's presentation of the mathematics lesson, and those whose parents were praising the students towards the mathematics lesson were significantly more positive. In our study, it was seen that the education level of the parents and the number of siblings of the students did not cause a significant difference on the attitudes of the students towards the mathematics lesson. In addition, it was seen that the gender of the teacher did not have a significant effect on the attitude towards the mathematics lesson.

Entire development of the human brain through Vedic Mathematics

The Vedic Mathematics system provides us with a large number of options at each stage of working. Depending upon the pattern of the problem, one of these options is going to give the result with very little effort and in minimum time. Therefore the very first step is to look for the pattern of the problem which essentially involves systematic use of the right half of the brain. Then the logical computations are done by the left half. Even while computing, due to various options available, the mind is always kept alert to pick up the path of least effort. Thus while practicing the Vedic Maths, Human brain gets the systematic training of integrated functioning of the two halves of the brain. Due to multidimensional thinking, overall development of human brain takes place through Vedic Mathematics. Study was conducted on two samples of 25 students each. They are 6th to 10th grade students. The sample for the study was selected on the basis of the random sampling technique. I have performed experiments on them. The results of statistical t test of significance of difference in means indicate that Vedic Mathematics can help any person achieve greater skill, comprehension and efficiency in mathematics. These methods can improve logical thinking, computational speed, creativity and positive Mathematics attitude

A Correlation Study between the Attitudes of the Students’ towards Mathematics with their Performance in Mathematics

The present study was conducted with an objective to identify the relation between the attitudes of students towards mathematics with their performance in mathematics. Based on the survey research design, the study was conducted in a sample of 154 ten grader students. The performances of the students in mathematics were obtained by the school administration whereas their attitudes towards mathematics were determined with the help of survey form entitled ‘Fennema-Sherman Mathematics Attitude Scale’. The survey form was divided into eight categories as attitudes towards success in mathematics, confidence in learning mathematics, mathematics anxiety, motivation in learning mathematics, teacher scale, parents scale, mathematics usefulness and mathematics as a male domain. The study concluded with the positive correlation between the performances of the students with their attitudes towards mathematics.