Students’ Attitudes towards Mathematics and the Impacts of Mathematics Teachers’ Approaches on It

Abstract

The purpose of the study is to determine students' attitudes towards mathematics, to investigate these attitudes according to the different variables, and to reveal the impacts of mathematics teachers' approaches and in-class activities on the students' attitudes towards mathematics. The study was conducted with the high school students from Turkey. This study was a mixed of the quantitative and qualitative methods. The data obtained from the scales named Mathematics Attitude Scale (MAS) and Mathematics Teachers' Approaches Questionnaire (MTAQ) and the semi-structured interviews. The MAS was used to determine the students'attitudes towards mathematics and the MTAQ was used to assign mathematics teachers' activities and approaches in their lessons. The application of the scales conducted with the 450 students (253 female and 197 male) and the interviews were carried out with the 25 students chosen from the samples. The quantitative data were analyzed by using the statistical software and the qualitative data were analyzed by using the content analysis. The study showed that the students' attitudes towards mathematics differed by, gender, field, and mathematics score but not by grade and that the teachers' approaches and activities impacted the students' attitudes towards mathematics in some aspects.

Positively Influencing Student Engagement and Attitude in Mathematics Through an Instructional Intervention Using Reform Mathematics Principles

“…Domino (2009) also found that teacher care and ensuring student understanding positively influenced student attitudes, and this study echoed those results. Instructional strategies in this study, similar to those identified for encouraging student engagement, also positively influenced student attitudes (Elçi, 2017). Other factors identified in the literature that positively influence student attitude towards mathematics: perceived teacher care (Cooper & Miness, 2014); teachers' displays of enjoyment (Frenzel et al, 2009); teacher fairness (Mata et al, 2012); and classroom climate, especially social climate (Kunter et al, 2008) were all identified by students in this study as influencing their personal attitudes towards mathematics.…”

“…Domino (2009) identified three dimensions of teacher behaviours that influenced student attitudes toward mathematics: instructional strategies, ensuring student understanding, and teacher care. Instructional strategies similar to those identified for encouraging student engagement also have positive influences on student attitudes (Elçi, 2017). Other factors influencing attitude towards mathematics include perceived teacher care (Cooper & Miness, 2014); teacher's displays of enjoyment (Frenzel, Goetz, Ludke, Pekrun, & Sutton, 2009); teacher fairness (Mata et al, 2012); classroom climate, especially social climate (Kunter et al, 2008).…”

Factors Affecting Attitude Toward Learning Mathematics: A Case of Higher Education Institutions in the Gulf Region

“…The study of (Asante, 2012) revealed that male students were identified with higher positive attitudes toward mathematics than females. The study of (Elçi, 2017) demonstrated an existing difference in students’ attitudes toward mathematics based on their gender and performance in mathematics. Additionally, the study of Orhun (2007) confirmed the existence of gender-based differences in college students’ attitudes toward mathematics.…”

Analisis Kemampuan Pemecahan Masalah Matematis Siswa Ditinjau dari Perbedaan Gender di SMP N 1 Kuta Buluh

“…(Cahyono, 2017b) menyatakan bahwa "factor yang mempengaruhi kemampuan pemecahan masalah matematis siswa diantaranya kecerdasan, motivasi, minat, bakat dan gender". Hal ini sejalan dengan pendapat (Elçi, 2017) menyatakan bahwa "sikap siswa berdasarkan perbedaan gender mempengaruhi kemampuan pemecahan masalah matematis siswa". (Rodriguez.…”