The Mathematics Attitudes and Perceptions Survey: an instrument to assess expert-like views and dispositions among undergraduate mathematics students

Assessing Senior High Student’s Learning Experiences in Mathematics

“…Positive learning experience in mathematics leads to active engagement with the lesson and greater interaction in different activities in learning environment (Code et al, 2016). The study of Ruzek and Schenke (2019) suggests that cooperative and interactive learning strategies contribute to the promotion of higher order thinking for both students and the teacher.…”

“…The reflections of instructors/professors are more aligned with teaching for understanding the concepts in mathematics when they thought about their learning experiences in the role of the learners before considering implications for their teaching methods (Chamberlin, 2009). In fact, positive learning experience played a vital part in teaching and learning process as it lays the foundation for developing students' knowledge and understanding of the subject as well as building up their confidence and employability skills which is influence by some cultural factors (Code et al, 2016;Casinillo et al, 2020). This study assume that learning experiences of these students are greatly influence by cultural and cognitive factors.…”

The Construction of Student Mathematical Identity and its Relationship to Academic Achievement

“…The data collection procedures for both the quantitative and qualitative data are described in detail below. attitudes and perceptions of the MAPS validation study conducted with college freshman students which distinguishes students' perceptions of mathematics in authentic education settings (Code, Merchant, Maciejewski, Thomas, & Lo, 2016). There are seven mathematical disposition categories in this survey, when taken together, provide understanding about student beliefs and perceptions about mathematics.…”

“…There are seven mathematical disposition categories in this survey, when taken together, provide understanding about student beliefs and perceptions about mathematics. The categories for the survey (Code, Merchant, Maciejewski, Thomas, & Lo, 2016) are,…”

“…For this study, the survey questions were modified to be grade and age appropriate for high school ninth-grade students. Each survey question is either a productive or non-productive way of perceiving mathematics, which contribute to understanding students' attitudes and beliefs (Code, et. al., 2016).…”