The Relationship Between Middle School Students’ Attitudes Towards Mathematical Problem-Posing, Attitudes Towards Mathematical Problem-Solving, and Attitudes Towards Mathematics

Katrancı, Yasemin; Şengül, Sare

doi:10.15390/eb.2019.7315

Cited by 9 publications

(5 citation statements)

References 51 publications

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“…It implies that students were not sure about what they feel when they encounter word problems. These findings contrast with the study conducted by [36] that students enjoy solving word problems. given problem) was ranked as fourth and interpreted as good.…”

Section: Methodscontrasting

confidence: 99%

Senior High School Students’ Ability in Mathematical Word Problems

Laciste, Jr,

Capua

2021

EJSMT

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Nowadays, students have trouble solving word puzzles, even though they are trained to conduct another mathematical activity. The primary purpose of this study was to enhance the students’ ability to solve word problems. A questionnaire was used as a data-gathering tool, and the descriptive survey-correlational design was used. The data were treated using frequencies, ratios, weighted mean, and correlation analysis. The research sample consisted of 286 high school students from the University of La Salette, Incorporated in Santiago City. The majority of students are female, and took ABM as their strand. The findings of the study showed that choosing/writing an appropriate equation and performing it in a given problem affects most students’ ability to solve word problems. Moreover, the results showed that students were not sure of what they will feel when they encounter a complicated word problem. Furthermore, the study implies that their teachers did not allow them to use different strategies in solving word problems. Correlation analysis revealed that the different factors such as understanding word problems; attitudes of the students towards solving word problems; prior knowledge about the basic concept of math; and Teacher’s instructional techniques are highly and positively correlated to one another. The results imply that the teachers should be encouraged and be familiarized in using digital teaching methods and other significant emerging mathematics teaching and learning developments.

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Section: Methodscontrasting

confidence: 99%

Senior High School Students’ Ability in Mathematical Word Problems

Laciste, Jr,

Capua

2021

EJSMT

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“…In a study by Fullerton and Kendrick (2013), the ndings revealed that overall, students had a more positive than negative attitude to statistics. Katrancı and Şengül (2019) measured the attitudes toward math problem-solving revealing that students had an overall positive attitude to problem-solving. Mirza and Hussain (2018) determined the attitudes of middle school students to nd that there were no signi cant differences in attitudes between the students.…”

Section: Attitudesmentioning

confidence: 99%

“…Hence, many students prefer dropping the subject altogether. The attitudes that students develop towards the subject guide the behavior of individuals (Katrancı & Şengül, 2019). Positive attitudes lead to better performance where individuals have a better liking for the subject and work harder to achieve better grades (Mirza & Hussain, 2018).…”

Section: Introductionmentioning

confidence: 99%

Assessing Anxiety and Attitudes Towards Arithmetic and Algebra

Jasani

2022

Preprint

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The study aimed at assessing the anxiety levels and attitudes of 68 students of Grades 11 and 12 studying the International Baccalaureate Diploma Program towards the math components of arithmetic and algebra by using a quantitative correlational study. Two survey instruments were used where the first section consisted of an achievement test for each branch of arithmetic and algebra. The second section consisted of an eighteen-item five-point Likert scale where the anxiety levels and attitudes of the students were assessed. The results showed that a negative correlation existed between anxiety levels and performance for both, arithmetic and algebra and a weak positive correlation existed between attitudes and performance. Additionally, significant differences existed in anxiety levels and attitudes between high and low performers for each component. Thus, although arithmetic and algebra were components that students had high familiarity with, the anxiety levels and attitudes towards them were different.

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“…Moreover, it was also found that male students were found to be more efficient than females in the case of problem solving [39]. However, other studies indicated that female students had considerably higher problem-solving abilities and a better scientific attitude than male students [40], [41]. In a study, Arslan, Yavuz, and Deringol-Karatas [42] found that female students have significantly better ATPS scores than male students.…”

Section: Introductionmentioning

confidence: 97%

An investigation on the effects of attitude towards algebraic problem-solving achievement

Das

Ali

2023

IJERE

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The main focus of this work is to explore the effects of students’ attitudes towards problem solving (ATPS) in algebra with respect to gender and type of school. The contribution of the predictor variables of ATPS in algebra to the prediction of problem-solving achievement (PSA) is being investigated. For the study, 200 class IX students are randomly selected from the government (GOVT) and private (PVT) schools in the Morrigan district, India. The algebraic attitude scale (AAS) is used to determine students’ ATPS, whereas the problem-solving test (PST) is used to determine students’ PSA in algebra. The AAS instrument consists of three subscales: perseverance (PE); self-confidence (SC), and willingness (WL). The t-test and multiple regression analysis are used to analyze the collected data. The finding reveals that there are statistically significant differences in students’ ATPS based on gender and type of school. The finding also reveals that PE, SC, and WL have a significant positive relationship with the PSA in algebra. Therefore, it is suggested that teachers should make an effort to provide support in the form of explanations, modeling, coaching, and other forms of assistance, as well as a conducive environment that encourages students’ overall ATPS that can enhance their PSA in Mathematics.

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The Relationship Between Middle School Students’ Attitudes Towards Mathematical Problem-Posing, Attitudes Towards Mathematical Problem-Solving, and Attitudes Towards Mathematics

Cited by 9 publications

References 51 publications

Senior High School Students’ Ability in Mathematical Word Problems

Senior High School Students’ Ability in Mathematical Word Problems

Assessing Anxiety and Attitudes Towards Arithmetic and Algebra

An investigation on the effects of attitude towards algebraic problem-solving achievement

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