Middle School Students’ Attitudes and Self-Concept Towards Mathematics

The purpose of this basic qualitative study will be to identify factors which influence middle school students' attitudes and self-concept towards mathematics for the Hollis-Brookline District. At this stage in the research, the mathematical attitudes will be generally defined as a student’s emotions, beliefs and behaviors towards mathematics (Hart, 1989). Mathematical self-concept will be described as a student’s perception or belief to do well in mathematics and confidence in learning mathematics (Reyes, 1984).

What factors influence middle school students' attitudes and self-concept towards mathematics? Mathematics is a focal point of importance in schools worldwide. More mathematics lessons are likely to be taught in schools throughout the world than any other subject (A. Orton, D. Orton, & Frobisher, 2004). The mathematical performance of students in the United States is regularly compared to the performance of students in other countries. The question that arises is how the attitudes towards mathematics education compare globally.

Research by Yilmaz and Olkun (2010) states that a successful student has a positive attitude. However, Bouhlila (2011) found some of the highest scoring countries with the greatest number of students with negative attitudes. What are the mathematical attitudes of Hollis Brookline students and what correlations, if any, can be found between mathematical achievement and attitudes?

In the U.S. negativity towards mathematics comes into play around the middle school years, as does the feeling of lack of social support students feel they receive. According Hassan, Hassan, Ching, and Hamizah, (2012), interventions such as teacher support, cooperative learning, classroom materials, modeling, and self-efficacy have direct effects on the intrinsic motivation; related to the attitudes of students. What factors support positive attitudes? What global differences in interventions might be considered?

In mathematics education, research on attitude has been motivated by the belief that “something called "attitude" plays a crucial role in learning mathematics” (Neale, 1969). A simple definition of mathematical attitude can be described as the learned tendency or predisposition to respond in a consistently negative or positive manner towards mathematics; a positive or negative emotional disposition toward mathematics (Aiken, 1996; McLeod, 1992, McLeod, 1997; Haladyna, Shaughnessy J. & Shaughnessy M., 1983). Ma & Kishor (1997) define one’s attitude towards mathematics “as an aggregated measure of liking or disliking of mathematics, a tendency to engage in or avoid mathematical activities, a believe that one is good or bad at mathematics, and a belief that mathematics is useful or useless” (p. 27). Neal (1969) defined attitude towards mathematics as “an aggregated liking or of disliking mathematics, a tendency engage in or avoid mathematical activities, a belief that one is good or bad at mathematics, and a belief that mathematic is useful or useless"(p.632). Mathematical attitude where behaviors do not appear explicitly are defined as a pattern of beliefs and emotions associated with mathematics (Daskalogianni & Simpson, 2000). Kulm (1980) claims that “it is probably not possible to offer a definition of attitude toward mathematics that would be suitable for all situations, and even if one were agreed on, it would probably be too general to be useful” (p. 358).

For the purpose of this study, a student’s attitude towards mathematics will be recognized as a multi-dimensional working definition to include the positive and negative feelings towards mathematics; emotional responses, beliefs regarding mathematics, and behaviors related to mathematics (Daskalogianni & Simpson, 2000). A student’s attitude toward mathematics will be defined by emotions and beliefs towards mathematics, as well as student behaviors (Hart, 1989).

Several studies and researchers have focused on the relationships between achievement and attitudes in mathematics. A commonality appears to arise; as students progress in years of schooling their attitudes towards mathematics increase in negativity (Ma & Kishor, 1997). Researchers Dossey (1988), Wilkins and Ma (2003) and Wilkins (2004) similar pattern in negativity has been shown in a student’s mathematical self-concept; defined as a student’s perception or belief to do well in mathematics and confidence in learning mathematics (Reyes, 1984).

The purpose of this study is to identify factors, which influence the mathematical attitudes of middle school students in the Hollis-Brookline School District. Interventions which include teacher support, cooperative learning, classroom tools and technology, modeling, and self-efficacy are recognized as having direct effects on the intrinsic motivation of students; related to the attitudes of students globally. Are these factors influential in the Hollis Brookline schools? What factors influence the middle school students’ attitudes? Is there a direct correlation between their performance and their attitudes? What are other countries doing to positively affect their students’ attitudes and self-concept? And are these factors lacking in lower performing countries? The goal is to look globally for factors and influences, which have a positive effect on middle school students’ mathematical attitudes and self-concept to provide supports and interventions for the Hollis-Brookline students.

Sampling

Purposeful sampling will be utilized for this study since generalization is not a goal of qualitative research but instead the goal is to study in depth. (Merriam, 2009). This sampling will include all students at the middle school to gain the best representation of middle school students in the Hollis-Brookline School District.

With this sampling set, the goal is to utilize maximum variation in in choosing middle school students within the Hollis-Brookline school district. This would include all students in grades seven and either who are currently enrolled and physically/mentally capable of participating in the sampling. This would give the greatest variety and overall view of all students within the middle school. To help with confidentiality and honesty, a survey (possibly electronic) may used for data collection. This will ultimately depend on computer availability and accessibility.

The middle school sampling will address grades seven and eight. Using the same artifact, I expect to gain insight into the students which are not within the middle levels yet and to expand the representation to grades which are typical of the middle level, I would like to include maximum variation into grade six of both upper elementary schools. This would also entail any students who are currently enrolled and physically/mentally capable of participating. Expanding beyond the middle school may also give insight into attitudes of students who are not yet in the setting of the middle school environment but are of middle school age.

To gain perspectives from educators and other staff members who work with students in the area of mathematics, the intent is to use a snowball method. Currently, I am aware of several teachers in the building who have work with students in the area of mathematics but I am assuming there are others within the district that have insights into factors which may influence the mathematical attitudes and self-concepts of middle school students. This sampling may expand beyond the middle school building to include any staff that work within the Hollis-Brookline School District. The best methods for these interactions will be interviews, online conferencing and/or email correspondence. Again choosing a method, which is convenient for the participant.

Working with children and asking for one-on-one interviews would be insightful. This would be especially true to gain insight into their attitudes and self-concepts towards mathematics. This will be opportunistic and could become a case study if permitted by the parent, school and student. Such a sampling would be an opportunity to dig deeper into a students thoughts and perceptions; both positive and negative. To keep student-to-teacher relationships, these interviews would be conducted at the associated school. The ideal sampling would be one a student from each grade level, from each team and each with a different perspective to ensure a variety in data collection.

References

Bouhlila, D. S. (2011). The quality of secondary education in the Middle East and North Africa: what can we learn from TIMSS’ results? Compare: A Journal of Comparative and International Education, 41(3), 327–352. doi:10.1080/03057925.2010.539887

Daskalogianni, K., & Simpson, A. (2000). Towards a definition of attitude: The relationship between the affective and the cognitive in pre-university

Dossey, J. A. (1988). The Mathematics Report Card: Are We Measuring Up? Trends and Achievement Based on the 1986 National Assessment. National Assessment of Educational Progress, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001.

Haladyna, T., Shaughnessy, J., Shaughnessy, M. (1983). A causal analysis of attitude toward Mathematics. Journal for Research in Mathematics Education, 14 (1), 19-29.

Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational studies in Mathematics, 49(1), 25-46.

Hassan, N., Ching, K. Y., & Hamizah, N. N. (2012). Gifted Students' Affinity towards Mathematics. Advances in Natural & Applied Sciences, 6(8).

Hart, L. E. (1989). Describing the affective domain: Saying what we mean. In Affect and mathematical problem solving (pp. 37-45). Springer New York.

Kulm, G. (1980). Research on mathematics attitude. Research in mathematics education.

Lipnevich, A. A., MacCann, C., Krumm, S., Burrus, J., & Roberts, R. D. (2011). Mathematics attitudes and mathematics outcomes of US and Belarusian middle school students. Journal of educational psychology, 103(1), 105. doi:10.1037/a0021949

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of research on mathematics teaching and learning, 575-596.

Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for research in mathematics education, 26-47.

Merriam, S. (2009). Qualitative Research: A Guide to Design and Implementation. San Francisco: Jossey-Bass Publications.

Neale, D. C. (1969). The role of attitudes in learning mathematics. The Arithmetic Teacher, 16(8), 631-640.

Orton, A., & Frobisher, L. J. (1996). Insights into teaching mathematics. London: Cassell.

Reyes, I., H. (1984). Affective variables and mathematics education. Elementary School Journal, 84, 558-581.

Wilkins, J. L. (2004). Mathematics and science self-concept: An international investigation. The Journal of Experimental Education, 72(4), 331-346.

Wilkins, Jesse L. M.Ma, X. (2003). Modeling Change in Student Attitude Toward and Beliefs About Mathematics. Journal of Educational Research. Sep/Oct2003, 97(1), 52–63.

Yılmaz, Ç., Altun, S. A., & Olkun, S. (2010). Factors affecting students’ attitude towards Math: ABC theory and its reflection on practice. Procedia-Social and Behavioral Sciences, 2(2), 4502-4506.