Confidence In Mathematics Research Articles

Students’ Attitude toward Mathematics and its Relationship with Mathematics Achievement

The relationship between students’ attitudes toward mathematics and mathematics achievement has garnered tremendous attention from researchers. However, there is a degree of inconsistency in the findings regarding this relationship. Therefore, this study aimed to identify the profiles of students’ attitudes toward mathematics and examine their relationship with mathematics achievement. Using latent profile analysis, we examined data from the Trends in International Mathematics and Science Study conducted in Singapore in 2019. We identified four profiles of attitudes toward mathematics, namely very negative (5.44%), negative (41.38%), neutral (38.77%), and positive (14.41%). We also confirmed the literature describing students’ attitude toward mathematics as a multidimensionally integrated construct, comprising ‘like mathematics,’ ‘value mathematics,’ and ‘confidence in mathematics.’ Moreover, we discovered a positive relationship between students’ attitudes toward mathematics and mathematics achievement. These results showed that the following students are more likely to have high mathematics achievement: (a) those who like to study mathematics and pursue mathematics-related activities, (b) those who believe that learning mathematics will result in a positive outcome (e.g., success in school and job opportunities), and (c) those who trust in their mathematical abilities. Therefore, educators need to examine students’ attitudes toward mathematics and provide appropriate support to stimulate the development of a positive attitude toward mathematics.

중학생들의 수학흥미와 수학가치인식이 수학학업성취도에 미치는 영향력에 대한 유형탐색

This study detects heterogeneous latent classes and their models applying REBUS-PLS analysis based on the path model of math interest, math perception and math achievement using TIMSS 2015 8th grade data of Korea, under the context that the influence of related factors on the achievement of mathematics is different. As post-hoc analysis, the distribution for latent classes as dependent variables is analyzed by using math self-confidence and engaged math-learning as predictors. According to the analysis results, two latent classes were captured, and the math-interest oriented class and the math-perception oriented class were named. As a result of post-hoc analysis, CHAID analysis showed that students with high self-confidence in mathematics were distributed in the math-perception oriented class at a high proportion, while those with low self-confidence in mathematics were distributed in the math-interest oriented class at a high proportion. Next, under the classification by math self-confidence, students with more engaged math-learning in both high confidence and low confidence group were more distributed in math interest oriented class, and the less engaged math-learning, in math perception oriented class. This study presented a new method of research on school mathematics by applying the REBUS-PLS analysis method to detecting unit segments based on the path model.

Differences in the Improvement of Students' Mathematical Reasoning Ability and Self-Confidence Between Metacognitive Approaches and Realistic Mathematical Approaches in MTS Negeri Balige

This study aims to determine the differences in the improvement of students 'mathematical reasoning abilities and self-confidence taught by a metacognitive approach that is better than a realistic mathematics approach, as well as to analyze differences in the improvement of students' mathematical reasoning and self-confidence in terms of indicators. Data were obtained through tests of mathematical reasoning abilities consisting of students 'pre-test and post-test as well as a questionnaire to see students' self-confidence. Data were analyzed by independent test T-Test N-Gain Score. Based on the results of the independent T-Test N-Gain test scores of students' mathematical reasoning abilities obtained a significance value = 0.008 because of the sig level. smaller than 0.05, so it is concluded that there is a difference in the increase in students' mathematical reasoning abilities with a metacognitive approach higher than the realistic mathematics approach. Furthermore, for self-confidence, the significance value = 0.000 because of the sig level. smaller than 0.05, it is concluded that there is a difference in the increase in students' self-confidence with a metacognitive approach higher than the realistic mathematics approach. Furthermore, for the research results, the difference in the increase in students' mathematical reasoning and self-confidence in terms of the indicators is that there is a significant difference in the increase in mathematical reasoning abilities in indicator 1 and indicator 2 which are taught with a metacognitive approach which is higher than students who are taught with a realistic mathematics approach and for indicators 3 and 4. there is no significant difference in the increase in mathematical reasoning abilities. For self-confidence, there is no significant difference in the increase in mathematical reasoning skills in indicator 1 and indicator 2 who are taught with a metacognitive approach and students who are taught with a realistic mathematics approach and there is a significant difference in the increase in self-confidence in indicator 3, indicator 4, and indicator 5 who are taught with the metacognitive approach is better than students who are taught with a realistic mathematics approach. Keywords: Metacognitive Approach, Realistic Mathematical Approach, Mathematical Reasoning Ability, Self-Confidence DOI: 10.7176/JEP/11-36-15 Publication date: December 31 st 2020

Affective and interactive suitability indicators: an experience in physics from the onto-semiotic approach

The purpose of this research was to propose theoretical elements for the description of the students’ attitudes in the teaching of differential calculus and its applications to physics from the onto-semiotic approach in the affective and interactional suitability. The design of this research with a complementary approach of qualitative and quantitative methods, with predominance of the first one, under the interpretative paradigm. The field modality and a quasi-experimental design to evaluate the applicability of the concepts of differential calculus. The collection techniques were: first, the semi-structured interview, in order to guarantee the depth and density of the information so that it converges in an emerging system of meanings and categories; second, the application of a questionnaire to evaluate the cognitive capacity of students under the onto-semiotic and traditional approach; third, observation through surveys. The findings lead to an instructional process through which mathematical concepts are taught efficiently, the student’s role is valued as being assertive, autonomous, and responsible, while the teacher contributes to the development of emotional support by increasing the student’s motivation, self-confidence, and interest in learning mathematics.

Factors Influencing Mathematics Achievement of University Students of Social Sciences

The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.

Indicators of middle school students' mathematics enjoyment and confidence

AbstractA study involving 916 students spanning grades 5–8 was conducted to investigate indicators that may contribute to enjoyment and confidence in mathematics. For this group of middle school students, mathematics enjoyment, mathematics confidence, and attitudes toward school were found to generally decline across grade levels. Mathematics enjoyment and confidence were also found to differ significantly based upon student preferences for future careers. Gender differences as well as similarities regarding predictors of mathematics enjoyment and confidence were identified. Specifically, the best predictor for end of year mathematics enjoyment for males was beginning of year attitude toward school, while the most significant predictor of end of year enjoyment for females was beginning of year dispositions toward mathematics (semantic perception). A strong relationship between mathematics enjoyment and confidence overall was found, with indications that activities that increase mathematics enjoyment contribute to increased confidence, and also that activities that increase mathematics confidence contribute to increased enjoyment.

Parental views of the Montessori approach in a public Greek Early years setting

ABSTRACT According to Montessori, children learn more effectively when they discover knowledge on their own, through spontaneous exploratory learning and experiential approach to knowledge, focusing primarily on trusting the child and respecting his exceptional capabilities and skills. The Montessori educational approach was implemented in a public preschool setting in North Greece. Two years after the implementation of the Montessori approach, parents were invited to participate in focus groups interviews. According to parents’ views, children gained confidence in mathematics and reading stories by their own, cooperated more easily and resolved problems with maturity. The data indicates that in such an environment, the classroom becomes productive and the children individually give their personal interpretation of the information offered to them.

The developmental influence of collaborative games in the Grade 6 mathematics classroom

This study investigated the developmental influence of collaborative games, in the form of game-based worksheets, on the performance and attitudes of sixth-graders in the mathematics classroom. It is posited that games have the potential to enhance learning through positive emotional experiences. Non-digital game-based learning methodologies are accessible in terms of cost effectiveness, providing opportunities for social interactions while learning, and demanding few prerequisite skills. This study investigated the opportunities for learning that non-digital, textbook-based game worksheets could afford mathematics learners. In this case study, a quasi-experimental design was implemented and pre- and post-tests were conducted around an intervention. From a statistical analysis of the test data, using the Mann–Whitney U-test, it was concluded that the intervention on the topics of multiplication and division had a positive impact on the experimental group of this sample. The experimental group was observed while participating in the games and the observation schedule was member-checked. The Game Object Model provided the conceptual framework. The results indicated that learners benefited from the incorporation of the combination of collaboration and games and that their achievement improved. The findings also suggest that the collaborative games positively influenced learners’ confidence, skills and understanding in mathematics.

Mathematical critical thinking skill and self confidence according to student’s cognitive stage

The purpose of this survey is to examine attainment of student’s mathematical critical thinking skill (MCTS) and mathematical self confidence (MSC) according to its cognitive stage. The survey concerns with 36 eighth grade students’, test of logical thinking (TOLT), an essay MCTS test, and a MSC scale. Analysis data of this survey are computation on percentage and testing existancy of association between MCTS and MSC, and analysis rational on other findings. By using TOLT, survey invented some interesting findings among other were: a) 11 % at formal stage, 53% at transition stage, and 36 % at concrete stage; b) The survey detected that mathematical critical skill on formal stage students obtained higher grade than transition stage students and the transition stage students obtained higher grade than the grade of concrete stage students. The survey detected that Mathematical self confidence on formal stage student and transition stages have high mathematical self-confidence compared to students who are still in the concrete stage; c) There is a association between mathematical critical thinking skills with self confidence.

Measuring perceptions of students toward game and recreational activity using fuzzy conjoint analysis

<p>The effectiveness of game and recreational activity (GaRA) can be determined from the application of fuzzy conjoint analysis (FCA). The analysis was used due to fuzziness in determining individual perceptions. This study involved a survey collected from 1494 students who participated in a Mathematics Discovery Camp organized by a UKM research group. The aim of this research is to determine the effectiveness of modules delivered to cultivate affection and confidence in Mathematics through different factors. There were 11 games conducted for the participants, and their perceptions based on the evaluation of six attributes were measured. A seven-point Likert scale method representing seven linguistic terms was used to collect students’ preferences to indicate their perceptions of each GaRA module. Scores of perceptions were transformed into degrees of similarity. Results found that interest, effort and team work were the strongest values obtained from GaRA as participants strongly agreed that these attributes fulfilled their preferences in most module. The evaluation using fuzzy conjoint model implicated the successfulness of a fuzzy approach to evaluate fuzziness obtained in the Likert-scale, and has shown its ability in ranking the attributes from most preferred to least preferred.</p>

Maths Sparks engagement programme: investigating the impact on under-privileged pupils’ attitudes towards mathematics

Abstract In this paper we explore the attitudes of under-privileged secondary school pupils in Ireland towards mathematics and investigate the impact of attending a 4-week engagement programme on these attitudes. The pupils involved in this research attended schools recognized by the Department of Education & Skills as socio-economically deprived. Pupils attending these schools, known as Delivering Equality of Opportunity in Schools (DEIS), are 40% less likely than their counterparts in non-DEIS schools to pursue mathematics at a higher level in state examinations (Smyth, E., Mccoy, S. & Kingston, G., 2015, Learning From the Evaluation of DEIS. Dublin: Economic and Social Research Institute). However, little research has reported on these pupils’ experiences of and attitudes towards mathematics at senior secondary level. An engagement programme entitled ‘Maths Sparks’ was purposefully designed for secondary pupils from DEIS schools, with the aim of positively influencing their attitudes towards and confidence in mathematics. The programme consisted of weekly out-of-school workshops exploring extra-curricular mathematics topics, designed and delivered by undergraduate mathematics students. Questionnaires were utilized to evaluate pupils’ attitudes towards mathematics before and after their participation in the programme. Despite its relatively short time frame, qualitative and quantitative analysis suggests an increase in participating pupils’ attitudes towards, enjoyment of and self-confidence in mathematics due to their participation in the programme. Findings also suggest that while these pupils liked the subject of mathematics, their experience of learning the subject in school was not always positive and was sometimes hindered by the absence of higher-level mathematics as an option in school. The high-stakes examination content and teachers’ beliefs in the ability of their students also sometimes negatively impacted learners’ intentions to pursue mathematics at a higher level. Findings suggest that longitudinal mathematics engagement programmes, which focus on problem solving, involve extra-curricular mathematical concepts and are presented by undergraduate mathematics students, may provide a valuable way of positively impacting pupils’ intentions to pursue the subject.

Optimizing Jigsaw Type of Cooperative Learning Model to Improve Students' Mathematical Self-Confidence

This research is motivated by the low self-confidence of students in the learning process at SMAN 1 Ngemplak where the students who were respondents were 35 students consisting of 22 female students and 13 male. The solution given is using a cooperative learning model with jigsaw type. Based on the evaluation of cycle I obtained an average value of 61.71 with a percentage of mastery learning 57%. The highest score obtained by students is 80 and the lowest score is 40. Whereas for giving a confidence questionnaire in pre-cycle is 66.63  in the medium category and after cycle I it increases to 80.17 but still in the medium category. The results obtained in the first cycle are still quite good or have not been fulfilled. Based on the results of the second cycle evaluation, the average is obtained 75.57 and 89% completeness learning increased from 57% previously. In addition, an increase in student confidence was also seen from the comparison of the results of the assessment questionnaire in pre-cycle, cycle I and cycle II, which initially 66.63 became 80.17 and ended 86.80. Abstrak Penelitian ini dilatar belakangi oleh rendahnya kepercayaan diri siswa dalam proses pembelajaran di SMAN 1 Ngemplak dimana siswa yang menjadi responden adalah 35 siswa yang terdiri dari 22 siswa perempuan dan 13 laki-laki. Solusi yang diberikan adalah menggunakan model pembelajaran cooperative learning tipe jigsaw. Berdasarkan evaluasi siklus I diperoleh nilai rata-rata 61,71 dengan persentase ketuntasan belajar 57%. Skor tertinggi yang diperoleh siswa adalah 80 dan skor terendah adalah 40. Sedangkan skor kepercayaan diri pada pra siklus adalah 66,63 yang berada pada kategori sedang. Setelah dilakukan siklus I, skor kepercayaan diri meningkat menjadi 80,17 tetapi masih dalam kategori sedang. Berdasarkan hasil evaluasi siklus II, diperoleh nilai rata-rata 75,57 yang sebelumnya adalah 61,71. Ketuntasan belajar pada akhir siklus II adalah 89% yang meningkat dari 57% pada akhir siklus I. Selain itu, peningkatan kepercayaan diri siswa juga terlihat dari perbandingan hasil angket penilaian pada pra siklus, siklus I dan siklus II, yang awalnya 66,63 menjadi 80,17 dan berakhir 86,80. ÂÂ

Risks of aiming to kill two birds with one stone: the affect of mathematically gifted and talented students in the dual realities of special schooling

ABSTRACT Mathematically gifted and talented students have unique cognitive and emotional needs. Thus, their schooling should consider their social and emotional development. This study investigated student affect in a science high school in Korea to determine how the specialized school’s curriculum and instruction influence student affect. Data were collected through interviews and a survey. Our findings show that gifted and talented students generally demonstrate a positive affect toward mathematics, but high anxiety and low self-concept play a key role in shaping students’ negative attitudes toward mathematics. In this paper, we argue that two different goals – gifted education and college preparation – could cause such negative student affect. The dual educational goal manifests itself in fast-paced instruction and memorized problem solving, which can ultimately cause students to lose confidence and interest in mathematics.

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The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy

The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed.

Argumentative Discourse-centered Classroom to Hone Students’ Mathematical Comprehension and Confidence

The study determined the effect of argumentative discourse-centered classroom on the participants’ mathematical comprehension and self-confidence. It used a pretest-posttest quasi-experimental control group design. The experimental group was exposed to Argumentative Discourse-centered Classroom model while the control group was exposed to DepEd 4A’s model. Two research instruments were used: concept mapping to assess mathematics comprehension and confidence self-test. The data were analyzed using mean, standard deviation, and ANCOVA Equal n’s. The analysis revealed that the scores of those who were exposed to Argumentative Discourse-centered Classroom model are comparable to those exposed to DepEd 4A’s model in terms of mathematical comprehension and confidence. The researchers recommend that mathematics teachers may use Argumentative Discourse-centered Classroom model not only in Mathematics but also in other Mathematics related subjects to enable students experience how to express their own ideas with their classmates to exhibit their conceptual understanding and enhance oral communication skills.

Pengaruh Pembelajaran Kooperatif Tipe Group Investigation (GI) Terhadap Kemampuan Pemecahan Masalah Matematis Dan Percaya Diri Siswa SMP Negeri 2 Rembang

This study aims to determine the effect of Group Investigation type cooperative learning on mathematical problem solving abilities and confidence of class VII students of Rembang 2 State Junior High School 2017/2018 school year. The population in this study were seventh grade students of Rembang 2 State Junior High School 2017/2018 school year. The sample in this study is class VII E as the Experiment class and VII C as the Control class which is taken by Cluster Random Sampling technique. The instrument used in this study is post test. Post test results were obtained after students in the experimental class followed Group Investigation cooperative learning and the control class followed direct learning. Post test results were processed using IBM SPSS Statistic 21 Software by performing the Mann Whitney test for post test results and Independent t Test tests on questionnaire results. The sig value obtained on the Mann Whitney test for post test results is 0.0355 and the sig value on the Independent t-test for the results of the questionnaire is 0.0075. So it can be concluded that students' mathematical problem solving and self-confidence abilities that follow Group Investigation type cooperative learning are better than mathematical problem solving abilities and confidence by using direct learning.

The Effects of a Discovery Learning Module on Geometry for Improving Students’ Mathematical Reasoning Skills, Communication and Self-Confidence

The aim of the study was to examine the effectiveness of the Discovery Learning Module on Geometry (D-Geometry Module) in improving reasoning skills, communication, and self-confidence in mathematics among secondary school students. The research design was a quasi-experimental with a non-equivalent control group with pre-test and post-test design, where 128 students were grouped according to gender and the group of the intervention as well as a traditional group. Mathematical reasoning skills, communication, and self-confidence instruments were administered towards the students involved. Two-way MANOVA analysis showed that there was a main effect of the grouping. The finding showed that the integration of learning theories and discovery learning in Geometry could improve students’ reasoning, mathematical communication, and self-confidence. Students’ engagement is more dominant through the Discovery Learning Module rather than traditional learning. Therefore, the D-Geometry module should be used as a teaching resource for teachers, students, and curriculum-2013 (K-13) to facilitate classroom instruction. https://doi.org/10.26803/ijlter.19.3.1 2

The longitudinal role of mathematics anxiety in mathematics development: Issues of gender differences and domain-specificity

IntroductionMathematics anxiety (MA) is an important risk factor hindering the development of confidence and capability in mathematics and participation in the science, technology, engineering, and mathematics workforce. The aim of the present study is to further our understanding of these relations in adolescence by adopting a threefold approach. First, we adopted a longitudinal design to clarify the temporal order in the developmental relations between (a) MA and mathematics achievement and (b) MA and mathematics self-perceived ability. Second, we investigated whether the developmental relations between MA and mathematics achievement/self-perceived ability differed between boys and girls. Finally, we explored the domain-specificity of MA by examining its role in foreign language (L2) learning. MethodsData were collected from 1043 Italian high school students. Students reported their anxiety, self-perceived ability, and school achievement in mathematics and L2 over two separate waves, one semester apart. ResultsUsing multi-group cross-lagged panel analyses, we found that (a) mathematics achievement predicted MA longitudinally, whereas MA did not predict subsequent mathematics achievement; (b) there was a negative reciprocal relation between MA and mathematics self-perceived ability in male, but not female students; and (c) there were longitudinal relations between MA and L2 achievement and self-perceived ability above and beyond L2 anxiety. ConclusionsThese findings support the deficit view of the developmental relation between MA and mathematics achievement, highlight high school male students as a vulnerable group evincing vicious transactions between high anxiety and low self-efficacy in mathematics, and reveal the importance of internal cross-domain comparison processes in MA development.

Modeling mathematics achievement using hierarchical linear models

The purpose of this study was to investigate the effects of student-level and school-level variables on mathematics achievement in four countries including Finland, South Korea, Taiwan, and Turkey. Based on eighth grade students’ responses to a student questionnaire and a mathematics test, and school principals’ responses to a school questionnaire, the Trends in International Mathematics and Science Study (TIMSS) 2011 dataset was analyzed using Hierarchical Linear Models. The results revealed that students’ having educational resources at home, their self-confidence in mathematics, and schools’ emphasis on academic standards were the common variables that influenced mathematics achievement in all four countries. On the other hand, no significant effects of education levels of parents (except education levels of mothers in Turkey), fights or physical injuries to other students, and lack of resources for mathematics instruction on students’ mathematics achievement were found in these countries. Implications of the results are discussed.