1.

STUDENTS’ ATTITUDES TOWARDS LEARNING MATHEMATICS:

IMPACT OF TEACHING IN A SPORTING CONTEXT

ANANTIKA SANCHAL

Te Kuiti High

School New

Zealand

SASHI SHARMA

The University of

Waikato New Zealand

Literature review

Students’ attitudes towards learning mathematics

Researchers (Attard, 2012; Grootenboer et al., 2008; Mata, Monteiro, & Peixoto,

2012) have identified important factors that contribute to students’ attitudes

towards learning mathematics. These include the students themselves, the

school, the teachers’ beliefs and attitudes (Beswick, 2006) and their teaching

methods.

The teachers’ teaching method have a major influence on students’ attitudes

(Akinsola & Olowojaiye, 2008; Mensah et al., 2013). Teachers can do many

things to facilitate the classroom learning to alleviate students’ engagement

 level and confidence in learning mathematics (Attard, 2012; Kele & Sharma,

2014). According to Sullivan and McDonough (2007), teachers can find ways to

encourage student engagement and confidence in learning mathematics. This

can be achieved by implementing meaningful activities embedded in real-life

contexts (Kacerja, 2012).

Citation:

Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’

perceptions of the learning environment and attitudes in game-based

mathematics classrooms. Learning Environments Research, 16(1), 131–

150.

Akinsola, M. K., & Olowojaiye, F. B. (2008). Teacher instructional methods and

student attitudes towards mathematics. International Electronic Journal of

Mathematics Education, 3(1), 60–73.

Anthony, G., & Walshaw, M. (2007). Effective pedagogy in

mathematics/pangarau: Best evidence synthesis iteration (BES) . Wellington,

New Zealand: Ministry of Education.

file:///C:/Users/Admin/Downloads/EJ1149612.pdf

Retrieved: February 1, 2020

 2. STUDENT ATTITUDE TOWARDS MATHEMATICS AND PERFORMANCE:

DOES THE

TEACHER ATTITUDE MATTER?

Literature and Sources Theories on attitude

Attitude is a psychological tendency that is expressed by evaluating a particular

entity with some degree of favour or disfavour (Eagly & Chaiken, 1993). It is a

predisposition or a tendency to respond positively or negatively towards a certain idea,

object, person, or situation or an attitude object. Attitude influences an individual’s

choice of action, and responses to challenges, incentives, and rewards (Business

Dictionary). Zelley, Marianne and Elaine (2005) postulate that attitudes are generally

positive or negative views about a person, place, thing or event which are often

referred to as the attitude object. Arul (1995) quotes Allport’s definition of attitude as

a mental and neural state of readiness organised through experience, exerting a

directive or dynamic influence upon the individual's response to all objects and

situations with which it is related. Implicit in the various definitions is that attitude is a

psychological orientation developed as a result of one’s experiences, which influences

how a person views situations, objects or people, and how she appropriately responds

to them. The response may be positive or negative; favourable or unfavourable;

neutral or ambivalent.
Citation:

Anthony, G., and Walshaw, M. (2009). Characteristics of effective teaching of

Mathematics: A view from the West. Journal of Mathematics Education, 2(2), 147-164.

Barton, A. C. (2000). Crafting multicultural science education with pre-service teachers

through service-learning.

Journal of Curriculum Studies, 32(6), 797-820.

https://pdfs.semanticscholar.org/a61f/212dc861718d5ab10640866bd60117351caf.pdf

Retrieved: February 1, 2020

3. FACTORS AFFECTING STUDENTS’ ATTITUDE TOWARD MATHEMATICS: A

STRUCTURAL EQUATION MODELING APPROACH

Shamila Dewi Davadas 1, Yoon Fah Lay 1*

Students’ Attitude toward Mathematics

Attitude is defined as a mental set or disposition, readiness to respond and

the psychologicalbasis of attitudes, their permanence, learned nature and

evaluative character (Moenikia & Zahed-Babelan, 2010). In the context of

mathematics, attitude should be viewed as a predisposition to respond in a

favourable or unfavourable way to mathematics (Moenikia & Zahed-Babela, 2010).

 Studies showed a linkage between attitude to success in mathematics

(Lipnevich et al., 2011; Lubienski et al., 2012; Moenikia & Zahed-Babelan, 2010). It

is important to develop a positive attitude towards mathematics because there is a

correlation between students’ attitude towards mathematics and their

mathematical results (Bilican, Demirtasli, & Kilmen, 2011; Chiesi & Primi, 2009;

Dumais, 2009; Lipnevich et al., 2011; Marchis, 2011; Singh & Imam, 2013; Author,

and Khoo, 2010). Students in general tend to dislike mathematics more than other

subjects (Poffenberger & Norton, 1959). However, Mathematics is a compulsory

subject in primary and secondary schools in most countries including Malaysia.

Citation:

Abu Bakar, K. A., Tarmizi, R. A., Nor, S. M., Ali, W. Z. W., Hamzah, R.,

Samad, A. A., & Jamian, A. R. (2010). Teachers and learner’s

perspectives on learning mathematics for at-risks students. Procedia -

Social and Behavioral Sciences, 8(C), 393–402.

doi:10.1016/j.sbspro.2010.12.055

Aliasgari, M., Riahinia, N. & Mojdehavar, F. (2010). Computer-assisted

instruction and student attitudes towards learning mathematics. Education,

Business and Society: Contemporary Middle Eastern Issues, 3(1), 6-14

doi:10.1108/17537981011022779

Author, & Khoo, C.H. (2010). A Structural model to predict mathematics

achievement among form one students of Sabah, Malaysia. A Structural

Equation Modeling approach. In Boorer et al. (Eds.) Bridging worlds:

 Making connections in education. International Conference on Education

ICE 14th: 2009: Bandar Seri Begawan.

http://www.ejmste.com/Factors-Affecting-Students-Attitude-toward-Mathematics-A-

Structural-Equation-Modeling,80356,0,2.html

Retrieved: February 1, 2020

4. Factors Affecting the Mathematics Problem Solving Skills of Filipino

Pupils

Isabelo V. Silao, Jr.*

Kiamba Central School SPED Center, Kiamba, Sarangani, Philippines

A study conducted in Lanao del Norte by Caliao (2000) aimed to determine the

factors associated with the pupils' ability to solve problems in mathematics by

associating pupils' mathematics achievement with the following factors: home

environment, quality of mathematics instruction received by the pupils, pupils'

attitude towards mathematics, mental ability, and reading comprehension ability. The

factors identified to be significantly associated with the pupils' mathematics

achievement were the following: fathers' education, neighbours, friends and relatives

who took care of the child, buying things of educational value, teachers' profile such

as number of math seminars attended, number of years in teaching math, number of

awards received, lesson plan preparation, teachers' activity like conducting review
 classes, coaching during math competitions, encouraging and supporting pupils to

participate in math competitions and the number of skills taught, mothers' hours

spent at home and at work, mental ability, and reading comprehension.

Montecalvo (2000) assessed the problem solving skills and attitude in

Mathematics of Grade Six pupils in Linamon District, Division of Lanao del Norte

during the school year 1999-2000. Results show that majority of the pupils had

average performance in problem solving skills along fractions, decimals, and

percentage. Likewise, they had a fair attitude level towards mathematics and

perceived that mathematics is useful for problems in everyday life. Furthermore,

significant relationship existed between pupils' performance in problem solving skills

test and type of school as well as pupils' average grade in Mathematics. Finally, no

significant relationship existed between pupil’s performance in problem solving skills

test and the following pupil-related factors, namely: family income, size of family, and

attitudes toward mathematics.

Citation:

[1] Alvaera, A. & Bayan, M. & Martinez, D. (2009, September). Teaching Approach,

perceived parental involvement and autonomy as predictors of achievement.

The International Journal of Research and Review, Vol.1 Retrieved August 14,

2011 from http://joumalo

freesearchandreview.books.officelive.com/Documents/article3v1.pdf
[2] Angay, M. E. (1998). Difficulties in solving fractions encountered by the grade

six pupils in Tubod East District, Malingao, Tubod Lanao del Norte, SY 1997-

1998. Unpublished master's thesis, MSU-IIT, School of Graduate S

[3] Bigornia, E. C.(2000). Factors affecting mathematics proficiency level of grade

Six pupils of Kauswagan District, Division of Lanao del Norte SY 1998-1999.

Unpublished master's thesis, MSU-IIT, School of Graduate Studies.

http://www.ijsrp.org/research-paper-0218/ijsrp-p7461.pdf

Retrieved: February 1, 2020

 5. THE ATTITUDE TOWARD MATHEMATICS AS ATTRIBUTES OF STUDENTS
’ SUCCESS
INMATHEMATICS IN LADDERIZED EDUCATION PROGRAM AT THE UNIVERSIDAD DE
MANILA

Local Literature

The goal of mathematics education is to provide opportunities for individuals to

acquire knowledge, rational skills, and positive attitudes needed to attain high

quality science and Mathematics education (Masa fumi et.al, 2007). A person learns

an attitude by the expectations of people around (Hatzios, 2002). According to

Espiritu, et .al (1996), the experiences which an individual acquires in his contact

with his physical and social environment at home and in the community cause him

to be different in his attitude toward learning and his demonstrated achievement.

Since it was found out that attitudes are positively correlated with mathematics

achievement mathematics teachers should help learners to build favorable attitude

towards Mathematics

https://dokumen.tips/documents/the-performance-and-attitude-towards-mathematics-of-

students-in-ladderized.html

Retrieved: February 1, 2020