A Longitudinal Study in Mathematics Attitude

Anttonen, Ralph G.

doi:10.1080/00220671.1969.10883904

Cited by 42 publications

(16 citation statements)

References 14 publications

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“…Other evidence (and common sense) suggests that students-regardless of race or gender-who like mathematics and science are more successful in these subjects (Antonnen, 1969;Bassham, Murphy, & Murphy, 1964;Schofield, 1982), choose to take mathematics courses (Brush, 1985), and select science majors in college more frequently (Ware & Lee, 1985). Consequently, researchers have investigated race and gender differences in liking mathematics and science as possible influences on participation.…”

Section: Interest and Likingmentioning

confidence: 96%

Opportunities, Achievement, and Choice: Women and Minority Students in Science and Mathematics

Oakes¹

1990

Review of Research in Education

206

328

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Section: Interest and Likingmentioning

confidence: 96%

Opportunities, Achievement, and Choice: Women and Minority Students in Science and Mathematics

Oakes¹

1990

Review of Research in Education

206

328

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“…In general, these studies report that there is a correlation between affective views of mathematics and mathematical achievement. For example, Antonnen (1969) reported a strong positive correlation between mathematics attitude and mathematical achievement. Fennema and Sherman (1978) reported a positive correlation between perceived usefulness of mathematics and mathematical achievement, and more recently, Bouchey and Harter (2005) found that students' perceived confidence was a critical predictor of success in mathematics.…”

Section: Mathematical Affective Views and Mathematics Performancementioning

confidence: 99%

Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings

Grootenboer

Hemmings

2007

Math Ed Res J

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In this article, we report on a study examining those factors which contribute to the mathematics performance of a sample of children aged between 8 and 13 years. The study was designed specifically to consider the potency of a number of mathematical affective factors, as well as background characteristics (viz., gender, ethnicity, and socioeconomic status), on children's mathematics performance. Data were collected by surveying the children and drawing on performance ratings from their teachers. A correlation analysis revealed that the relationships between the respective dispositional and background variables with mathematics performance were significant and in the direction as predicted. Moreover, the findings from a logistic regression showed that a combination of these variables was able to appropriately classify students who either were below-average or above-average mathematics performers. We pay particular attention to the influence of certain dispositions with respect to mathematics performance and conclude by detailing the implications of the study for teachers and researchers.

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“…In other words, students' positive attitudes improve their willingness to learn, while their negative attitudes may cause resistance (Duda & Garrett, 2008;Eshun, 2004). Research studies have shown that strong relationships exist between these domains (value, self-confidence, enjoyment, motivation) and mathematics achievement (Antonnen, 1969 (2008) revealed that negative attitudes towards mathematics often lead to poor engagement and low performance of students. Some evidence indicated that students' positive attitudes toward mathematics have positive influence on students' achievement (House, 1995;Evans, 2007).…”

Section: Introductionmentioning

confidence: 99%

Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students

Hacıömeroğlu¹

2017

ADN

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This current study examined the reciprocal relationship between anxiety and attitude towards mathematics in elementary students. Two instruments (attitudes towards mathematics inventory short form [ATMI-Short Form] and the Revised Fennema-Sherman Mathematics Anxiety Scale [Revised-FSMAS]) were administered to 310 fourth grade elementary students. Results of this study revealed that elementary students had higher level of attitude towards mathematics in comparison to their mathematics anxiety level. Findings of the study revealed that mathematics attitudes were linked to their mathematics anxiety. Although the magnitude of the correlations between mathematics anxiety and attitude towards mathematics were not very strong, the significant relationship between these two components should be acknowledged.

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A Longitudinal Study in Mathematics Attitude

Cited by 42 publications

References 14 publications

Opportunities, Achievement, and Choice: Women and Minority Students in Science and Mathematics

Opportunities, Achievement, and Choice: Women and Minority Students in Science and Mathematics

Mathematics performance and the role played by affective and background factors peter grootenboer and brian hemmings

Reciprocal Relationships between Mathematics Anxiety and Attitude towards Mathematics in Elementary Students

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