Preservice primary school teachers’ attitudes towards mathematics: a longitudinal study

Panero, Monica; Castelli, Luciana; Martino, Pietro Di; Sbaragli, Silvia

doi:10.1007/s11858-022-01455-2

Cited by 3 publications

(1 citation statement)

References 33 publications

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“…Teachers' conceptions, beliefs, and attitudes toward mathematics shape their teaching practices and consequently impact students' attitudes toward mathematics (Di Martino & Zan, 2011;Pajares, 1992;Thompson, 1992). It is also well-known that negative attitudes toward mathematics are common among future primary school teachers (Panero et al, 2023). These teachers negatively influence their students' attitudes, moving into a vicious circle.…”

Section: Relationships Between Teacher Attitudes and Affective Variablesmentioning

confidence: 99%

Exploration of Relationships between Teacher and Parent Attitudes and Student Affective Characteristics in Mathematics

Gün,

Bossé,

Tîrnovan

2023

IJMTL

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This study explores the relationships between students’ perceptions of their teachers’ and parents’ attitudes toward them as learners of mathematics and mathematics and their attitudes related to mathematics learning through path analysis. Data was collected from 1,960 7th-grade students enrolled in 19 public elementary schools in a city in Turkey. Results revealed that, through students’ perceptions of their mothers, fathers, and teachers, their confidence in learning mathematics, view of the usefulness of mathematics, and view of the importance of mathematics were associated primarily with their mother’s, father’s, and teacher’s positive or negative attitudes regarding the students as mathematical learners and their teacher’s positive or negative views of teaching.

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Section: Relationships Between Teacher Attitudes and Affective Variablesmentioning

confidence: 99%

Exploration of Relationships between Teacher and Parent Attitudes and Student Affective Characteristics in Mathematics

Gün,

Bossé,

Tîrnovan

2023

IJMTL

View full text Add to dashboard Cite

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The construct of attitude in mathematics education research: current trends and new research challenges from a systematic literature review

Aquilina,

Di Martino,

Lisarelli

2024

ZDM Mathematics Education

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The crucial role of attitude towards mathematics in the processes of teaching and learning mathematics is now recognized by both school practitioners and researchers in the field. However, “attitude” is a construct borrowed by disciplines other than mathematics education, and it is still conceptualized in various ways within the broad body of research about the role of affect in the teaching and learning of mathematics. In this context, developing a systematic literature review is particularly significant to characterise the recent trends—through the critical description of studies, foci, and approaches—and to guide future research by highlighting new possible research challenges in light of the current state of the art. Adhering to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines, this paper describes the systematic literature analysis of 180 papers published between the beginning of 2016 and the end of 2023, sourced from the Web of Science and Elsevier’s Scopus databases. The review confirms the worldwide interest and production about attitude towards mathematics, highlighting new remarkable findings and interests, such as the critical discussion about the translation of validated scales, as well as the persistence of some typical critical issues related to the “quantitative domain” in methodologies and to the widespread absence of precise definitions for attitude or of appropriate theoretical frameworks.

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Effect of private tutoring on students’ non-cognitive mathematics learning outcomes in China

Zhang,

Wu,

Cui

et al. 2024

International Journal of Educational Development

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Preservice primary school teachers’ attitudes towards mathematics: a longitudinal study

Cited by 3 publications

References 33 publications

Exploration of Relationships between Teacher and Parent Attitudes and Student Affective Characteristics in Mathematics

Exploration of Relationships between Teacher and Parent Attitudes and Student Affective Characteristics in Mathematics

The construct of attitude in mathematics education research: current trends and new research challenges from a systematic literature review

Effect of private tutoring on students’ non-cognitive mathematics learning outcomes in China

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