The Measurement of Attitudes toward Arithmetic with a Likert-Type Test

Dutton, Wilbur H.; Blum, Martha Perkins

doi:10.1086/460443

Cited by 77 publications

(17 citation statements)

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“…Adams and Von Brock (1967) devised a 35-item mathematics attitude scale based on the six attitudinal levels of the Taxonomy of Educational Objectives: Affective Domain (Krathwohl, Bloom & Masia, 1964). As a final example of a Likert scale, Dutton and Blum (1968) reworded the most discriminating items from Dutton's earlier Thurstonetype scale and formed them into a Likert-scale format. Nealeigh (1967) experimented with a picture-preference test as a projective measure of pupil attitudes and "achievement proneness" in mathematics.…”

Section: Attitude Scalesmentioning

confidence: 99%

“…Even under more contemporary mathematics curricula, junior high school seems to be a critical point in the determination of attitudes toward mathematics (see Dutton, 1968). Dutton and Blum (1968) surveyed by questionnaire the reasons for disliking and liking arithmetic in 346 sixth-, seventh-, and eighth-grade pupils who had been taught "new math" for at least one year. The most frequent reasons which the students gave for disliking the subject were: working problems outside of school, word problems that were frustrating, possibilities of making mistakes in arithmetic, and too many rules to learn.…”

Section: The ]Unior-high-school Yearsmentioning

confidence: 99%

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Attitudes Toward Mathematics

Aiken

1970

Review of Educational Research

302

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Section: Attitude Scalesmentioning

confidence: 99%

Section: The ]Unior-high-school Yearsmentioning

confidence: 99%

Attitudes Toward Mathematics

Aiken

1970

Review of Educational Research

302

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“…Dutton and Blum (1968), for example, found that the statement "Word problems are frustrating" was one of the more commonly agreed-with statements among 346 students in Grades 6 through 8. Unfortunately, there is little doubt that many people have strong negative feelings about story problems.…”

Section: Larry Sowdermentioning

confidence: 99%

Affect and Mathematical Problem Solving

McLeod¹,

Adams²

1989

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except for brief excerpts in connection with reviews or scholarly analysis. Use in connection with any form of information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed is forbidden. The use of general descriptive names, trade names, trademarks, etc. in this publication, even if the former are not especially identified, is not to be taken as a sign that such names, as understood by the Trade Marks and Merchandise Marks Act, may accordingly be used freely by anyone.Typeset by Publishers Service, Bozeman, Montana. 9 8 7 6 5 4 3 2 1 PrefaceResearch on mathematical problem solving has received considerable attention in recent years, not only from those who do research on mathematics learning and teaching, but also from psychologists and others who work in the cognitive sciences. Although most of this research has focused on cognitive factors, there has been a surge of interest in the role of affect in mathematical problem solving. This book explores these affective factors and their relationships to the cognitive processes involved in problem solving. The ideas are of particular interest to those who work in mathematics education, psychology, and other fields that are related to the cognitive sciences.The origins of the book can be found in George Mandler's (1984) theory of emotion and in Edward Silver's (1985) effort to integrate the multiple perspectives that influence research on mathematical problem solving. Therefore, the interdisciplinary mix for this volume includes not only the usual perspectives of mathematics education, cognitive psychology, and artificial intelligence, but also cognitive approaches to clinical and counseling psychology.The book is divided into five parts. The first introduces the basic ideas of Mandler's theory and suggests how the theory can be applied in research on mathematical problem solving. Part II presents five studies of learning that test and extend the theory, and the five chapters in Part III perform the same function in the context of research on teaching. Part IV includes two responses to the theory, one from the viewpoint of mathematics education, and the other from cognitive psychology. Finally, following George Polya's recommendations, Part V is spent "looking back" at the problem of how to build a theory of affective factors in mathematical problem solving.The development of an interdisciplinary volume like this one requires a substantial amount of time both for interaction and reflection by the participants. In this case we were fortunate to have the support of the National Science Foundation for two meetings where the chapter authors and other researchers had a chance to debate the issues and report on their own research. The first meeting was held in May 1986, in San Diego, and focused on presenting and discussing Mandler's theory. Participants also outlined their plans for implementing Mandler's ideas in their own research during the next year. In June 1987, the vi Preface part...

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“…The significance of mathematics goes beyond the academic domain and basic skills in mathematics are required for daily living. Mathematics anxiety, which impacts directly on Math"s proficiency, is not a new concept but has been welldocumented since the 1950s [1] [2][3] [4][5] [6]. The term first appeared when some teachers of mathematics were observed while teaching, in the early 1950s and was introduced to depict learners' attitudinal challenges with mathematics [7].…”

Section: Introdcutionmentioning

confidence: 99%

“…The focus within that time was devoted to the definition of mathematics anxiety [9]. This was later shifted to the assessment of attitudes towards mathematics [1]; followed by the development of standardized mathematics anxiety instruments, the Number Anxiety scale [7], Mathematical Anxiety Rating Scale [2], the Fennema-Sherman Mathematics Attitudes Scales [10], the Anxiety Towards Mathematics Scale [11], and the Mathematics Anxiety Questionnaire [12]. The Mathematics Anxiety Rating Scale (MARS) developed by Richardson and Suinn [2] is one of the most extensively used mathematics anxiety instruments.…”

Section: Introdcutionmentioning

confidence: 99%

Impact of Mathematics Anxiety on Undergraduate Mathematics Students in a Gulf Country

AlMuharraqi¹,

Toworfe²

2018

IJEMR

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Mathematics anxiety has been established to negatively influence students' learning experiences in Mathematics. There is, however, no data available on this condition in undergraduate students in any of the Gulf countries in the region. This study therefore seeks to bridge the knowledge gap about how Mathematics anxiety influences learners in undergraduate Mathematics programmed in a GCC country. Researchers constructed a measurement scale comprising two sections: where the first section addresses Mathematics anxiety among undergraduate leaners in the course of studying mathematics and the second section relates to the levels of anxiety exhibited by learners when taking assessments. The scale was modified from the original Mathematics Anxiety Rating Scale (MARS) model. The data obtained was analysed using descriptive statistics and onesample t-test at 95% level of confidence. The results suggest that most learners exhibit high to extreme levels of anxiety while taking Mathematics assessments, whereas they showed moderate to low levels of Mathematics anxiety while studying Mathematics, although some of the learners did exhibit extreme anxiety levels while studying the subject.

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The Measurement of Attitudes toward Arithmetic with a Likert-Type Test

Cited by 77 publications

References 1 publication

Attitudes Toward Mathematics

Attitudes Toward Mathematics

Affect and Mathematical Problem Solving

Impact of Mathematics Anxiety on Undergraduate Mathematics Students in a Gulf Country

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