Beliefs About Mathematics and Mathematics Learning in the Secondary School: Measurement and Implications for Motivation

Gender, Need-Achievement and Assertiveness as Factors of Conceptions about Math among Secondary School Students in Ogun State, Nigeria

“…4; 2012 (Hoyles, 1982). Some students feel that they learn mathematics because of their intrinsic interest in it (Kloosterman, 2002). At the same time, some students may view mathematics learning as being forced on them by schools and teachers (Ainley, Bills, & Wilson, 2005;Cotton, 1993).…”

“…Students may also feel that some of the so called real world contexts used by teachers to relate to mathematics concepts may not be interesting to them and even create confusion in their problem solving (Ainley, 2000;Silverman, Winograd, & Strohauer, 1992). In terms of learning mathematics effectively, Kloosterman, (2002) reported that students view procedures as more important than concepts. They also feel that memorisation is an important part of mathematics learning (Kloosterman, 2002).…”

“…In terms of learning mathematics effectively, Kloosterman, (2002) reported that students view procedures as more important than concepts. They also feel that memorisation is an important part of mathematics learning (Kloosterman, 2002). In relation to social influences in mathematics learning, some students may believe that teachers make learning mathematics difficult to understand and give little guidance to their mathematics learning (Kloosterman, 2002).…”

“…They also feel that memorisation is an important part of mathematics learning (Kloosterman, 2002). In relation to social influences in mathematics learning, some students may believe that teachers make learning mathematics difficult to understand and give little guidance to their mathematics learning (Kloosterman, 2002). On the other hand, other students may view mathematics as a subject where failure to achieve the right answers is usually met with disapproval and criticism by their teachers (Ernest, 2004).…”

“…Research at the school level indicates that the learners' previous experiences influence the quality of their approaches to learning, attitudes to and outcomes in learning mathematics (Crawford, 1990). There are indications that students' conceptions of mathematics and their orientations to study affect the purity of cognitive activity and of learning outcomes (Kloosterman, 2002). Studies such as Bell (1993), Canobi (2005), Hiebert and Carpenter (1992), Mason and Spence (1999) and Yager (1991) showed that students' conceptions of understanding mathematics are important in their success in mathematics.…”