The Construct of Attitude in Mathematics Education

Martino, Pietro Di; Zan, Rosetta

doi:10.1007/978-3-319-06808-4_3

Cited by 51 publications

(50 citation statements)

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“…Third, the attitude instruments themselves are judged to be immature and inadequate. (Germann 1988, p. 689) More generally, there has been a gradual affirmation of the interpretive paradigm in mathematics education that has led researchers to try to understand phenomena ("making sense of the world"), abandoning the attempt to explain behavior through measurements or general rules based on a cause-effect scheme (Di Martino and Zan 2015).…”

Section: The Pioneering Studies About Attitude: the Measurement Eramentioning

confidence: 99%

“…We have briefly described the narrative of the research on attitude towards math (for a more complete report see Di Martino and Zan 2015). This narration must surely be continued-the debate about some critical issues still continues and new issues and new goals have emerged (see Looking Ahead section)-but it is a fact that in the last 25 years the research on attitude in mathematics education has moved ahead in important ways: overcoming a naive approach to the construct, discussing methods, and producing some solid findings (Zan 2013).…”

Section: The Tma Model For Attitude: a Characterization Of Attitude Gmentioning

confidence: 99%

“…2.1 Di Martino briefly described the historical development of the research on attitude towards math (for a more complete report see Di Martino and Zan 2015), but this development has to continue: new issues and new goals emerge. Without claiming to be exhaustive, three main directions for future research on attitude are: (a) research aimed at better describing the different profiles of attitude towards mathematics, developing new instruments, and studying the origin of certain profiles, in particular the role of didactical, social, and cultural aspects in the development of recurrent profiles of attitude towards mathematics (i.e., comparing attitudes of students from different countries, cultures, and school systems); (b) research aimed at analyzing adults' attitudes towards mathematics, in particular attitudes of in-service and future teachers, and how they influence inservice teachers' didactical choices and future teachers' professional development; and (c) intervention research aimed at overcoming students' or teachers' negative attitudes towards mathematics.…”

Section: Summary and Looking Aheadmentioning

confidence: 99%

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Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

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The purpose of this publication is to record the current state of the art in research on mathematics-related affect. Research on mathematics-related affect is varied in theories and concepts. Rather than trying to address all perspectives in one chapter, we have identified significant strands of research and invited colleagues from these strands to each write a short section summarizing the state of the art in that strand.The concepts and theories pertaining to the affective domain can be mapped along three dimensions (Hannula 2012). The first dimension identifies three broad categories of affect: motivation, emotions, and beliefs. In this Topical Survey, motivation is covered in Sect. 2.5 (Middleton, Jansen, and Goldin), which also discusses how emotions and beliefs relate to motivation; Sects. 2.2 (Pantziara) and 1.2.3 (Zhang and Morselli) are on beliefs; and Sect. 2.1 (Di Martino) on attitude more or less cross-cuts through all these categories. The second dimension is movement from rapidly fluctuating state to more stable trait. All of the sections in this chapter focus on trait-type affect while only Sect. 2.5 (by Middleton, Jansen, and Goldin) discusses both of these dimensions (referred to as "in the moment" and "long term"). The last dimension covers the theorizing level, which has three main levels in mathematics-related affect: physiological (embodied), psychological (individual), and social. Mathematics-related affect has mainly been studied using psychological theories and consequently most sections discuss only such research. The so-called social turn (Lerman 2000) in mathematics education is in this Topical Survey mainly reflected in Sect. 2.4 (Heyd-Metzuyanim, Lutovac, and Kaasila) on identity, but Sect. 2.5 (Middleton, Jansen, and Goldin) on motivation also has both a section which discusses the social level and how it interplays with the individual level and a section on self-efficacy which highlights the emerging research on the collective efficacy of collaborative groups. The physiological level

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Section: The Pioneering Studies About Attitude: the Measurement Eramentioning

confidence: 99%

Section: The Tma Model For Attitude: a Characterization Of Attitude Gmentioning

confidence: 99%

Section: Summary and Looking Aheadmentioning

confidence: 99%

See 1 more Smart Citation

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Hannula

Martino

Pantziara

et al. 2016

ICME-13 Topical Surveys

Self Cite

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show abstract

“…Over time, these reactions develop into more stable attitude, namely presumptions or expectations about coming mathematics-related experiences. The term attitudes, however, has rarely been made explicit in studies (Di Martino & Zan, 2015), and it has been used to refer to varying concepts.…”

Section: Conceptsmentioning

confidence: 99%

Contextualizing mathematics related affect: Significance of students’ individual and social level affect in Finland and Chile

Tuohilampi

2016

REDIMAT

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Mathematics related affect turn from positive to negative during comprehensive school years worldwide. There is a clear need to find solutions to the problem. However, some gaps and problems appear in the methodologies and the common approaches used in the field. This article discusses five studies addressing affective development, challenges some of the methods and approaches to measure the development and presents some possibilities to make a change in such a development. The frameworks of the studies, as well as their methods, data and results are briefly presented. Based on the studies, we confirmed several dilemmas concerning affect research and the significance of mathematics-related affect across two cultures. We identified the cultural meaning of different affective levels, and elaborated the social comparison the students live through their school years. As a conclusion, we formulated several suggestions to take into account in future studies. What counts especially is the need to be culturally sensitive in the affect domain. Keywords:Mathematics-related affect, cross-cultural comparison, methodology, development, significance REDIMAT, Vol. 5 No. 1 February 2016 pp. 7-27 ResumenEn todo el mundo el afecto hacia las matemáticas se torna de positivo a negativo durante los primeros años escolares. Hay una necesidad clara de encontrar soluciones a este problema. Sin embargo, existen algunos vacíos y problemas en las metodologías y en los enfoques comunes usados en este campo. Este artículo discute cinco estudios dirigidos al desarrollo afectivo, analizando los métodos y enfoques para medir el desarrollo y presentando algunas posibilidades para realizar cambios en este desarrollo. A partir de estos estudios, hemos confirmado algunos dilemas a cerca de la investigación en afecto y la significatividad del afecto relacionado con las matemáticas en dos culturas. Hemos identificado significados culturales en diferentes niveles afectivos, y hemos elaborado una comparación social de la vida de los estudiantes en sus años académicos. Como conclusión, hemos formulado algunas sugerencias a tener en cuenta en futuros estudios. Lo que cuenta es la necesidad de ser culturalmente sensible en el ámbito del afecto.Palabras clave: Afecto relacionado con las matemáticas, comparación a través de las culturas, metodología, desarrollo, significatividad Laura Tuohilampi -Affect and Significance 6 esearch shows that pupils feel good about their skills and enjoy what they are working with when they start going to school. However, the situation changes as the years go by. Students' affect most likely becomes less positive. This is said to be normative development (Harter, 1999), and happens primarily in order to contribute to a realistic self-concept (ibid.). Unfortunately, the development goes beyond what is realistic with the case of mathematics. During school years, mathematics related affect turn unnecessary negative and even harmful for learning. In large scale studies by Lee (2009) and by Sjøberg and Schreiner (201...

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“…Overexposure to traditional classroom experiences in mathematics may lead to students developing naïve beliefs about the nature of mathematics (Schoenfeld, 1992), the role mathematics plays in society (McLeod, 1992), how ability is attained in mathematics (Di Martino & Zan, 2014) and how mathematics should be taught (McLeod, 1992). Students may carry these naïve beliefs with them into their adult lives and this reduces the likelihood that they will confidently use mathematics to improve their understanding of the world (Westwood, 2008).…”

Section: Impetus For the Studymentioning

confidence: 99%

Exploring the impact of inquiry learning on students’ beliefs and attitudes towards mathematics

McGregor¹

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There is increasing concern that student interest in learning mathematics and attitude towards mathematics were declining. This decline is being experienced worldwide and is most evident in the senior years of high school and at university. This study explores the role that inquiry-based learning has in positively influencing and reshaping students' beliefs and attitudes towards mathematics. Ill-structured tasks have proven a valuable tool for initiating inquiry-based learning in mathematics.Students in one senior high school mathematics class worked on an ill-structured task each semester for three consecutive semesters. Each ill-structured task took approximately 7 to 10 hours of learning time and targeted the content for a whole unit of work. Data were collected in a number of ways including surveys and ill-structured tasks both before and after implementation of the study, video recording of classes, audio recordings of post-task interviews with four pairs of students, extracts from students' workbooks, and field notes.Surveys and interview questions used in this study focused on students' beliefs and attitudes towards mathematics. Three students were also identified for case study and their progress was monitored more closely throughout the inquiry lessons. Data from surveys and ill-structured tasks were analysed using descriptive and comparative methods. Video and audio data were analysed by mapping excerpts of relevant data to predefined belief categories.

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The Construct of Attitude in Mathematics Education

Cited by 51 publications

References 31 publications

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Attitudes, Beliefs, Motivation, and Identity in Mathematics Education

Contextualizing mathematics related affect: Significance of students’ individual and social level affect in Finland and Chile

Exploring the impact of inquiry learning on students’ beliefs and attitudes towards mathematics

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