# DO PRIMARY SCHOOL STUDENTS LIKE MATHEMATICS?

## DOI:

https://doi.org/10.17770/sie2021vol2.6158## Keywords:

age, attitude, gender, mathematics, primary education, students## Abstract

*Importance of mathematics as a school subject is evident in a fact that it is a constituent part of core curriculum for basic education in all education systems in the world. First few years of education are of crucial importance to the formation of attitudes towards mathematics. Attitudes are important because they navigate our actions and by doing so, influence our reality and our future as well. Research on attitudes towards mathematics has considerably increased over the past few years, since the importance of mathematics is getting continuously more accentuated. In the context of schools and education, it is emphasized how positive attitude towards mathematics influences students’ relationship with school-work, studying, confidence and behaviour. The aim of the study was to determine primary school students’ attitudes towards mathematics. One hundred and seventy-one students from 3 ^{rd} to 8^{th} grade from III Primary School Varaždin, Croatia participated in the research. The data were analyzed with t-test*

*and one-way ANOVA for independent samples. The research has shown that there is no statistically significant gender difference in attitudes towards mathematics; however, age difference was confirmed. It was also found that younger students in primary education had a more positive attitude towards mathematics than older students. Practical implications of acquired results could be in providing additional support to 5*

^{th}and 6^{th}grade students when the change from positive to negative attitude happens.

## Downloads

## References

Arambašić, L., & Vlahović-Štetić, V. (2003). Relation between children's math grades and attitudes and parents' attitudes toward mathematics. In L.Mason, S.Andreuzza, B.Arfe, & L.Del Favero (Eds.), 10th European Conference for Research on Learning and Instruction - Abstracts. Padova, CLEUP.

Arambašić, L., Vlahović-Štetić, V., & Severinac, A. (2005). Je li matematika bauk? Stavovi, uvjerenja i strah od matematike kod gimnazijalaca. Društvena istraživanja: časopis za opća društvena pitanja, 14(6 (80)), 1081-1102.

Aydin, I.E. (2012). Attitudes toward online communications in open and distance learning. Turkish Online Journal of Distance Education, 13(4), 333–346.

Bušac, M. (2006). Stavovi i uvjerenja prema matematici učenika viših razreda osnovne škole. (Doctoral dissertation). Zagreb: Filozofski fakultet Sveučilišta u Zagrebu.

Capuno, R., Necesario, R., Etcuban, J.O., Espina, R., Padillo, G., & Manguilimotan, R. (2019). Attitudes, Study Habits, and Academic Performance of Junior High School Students in Mathematics. International Electronic Journal of Mathematics Education, 14(3), 547-561.

Cezner, A. (2016). Učenje matematike bez straha. (Doctoral dissertation). Split: Faculty of Humanities and Social Sciences, University of Split.

Else-Quest, N.M., Hyde, J.S., & Linn, M.C. (2010). Cross-national patterns of gender differences in mathematics achievement, attitudes, & affect: A meta-analysis. Psychological Bulletin, 136, 103–127.

Frost, L.A., Hyde, J.S., & Fennema, E. (1994). Gender, mathematics performance, and mathematics-related attitudes and affect: A meta-analytic synthesis. International Journal of Educational Research, 21(4), 373-385.

Fržop, M. (2019). Procjep između nastave matematike u nižim i višim razredima osnovne škole. (Doctoral dissertation). Zadar: Department of Teachers and Preschool Teachers Education, University of Zadar.

Hyde, J.S., Fennema, E., Ryan, M., Frost, L.A., & Hopp, C. (1990). Gender comparisons of mathematics attitudes and affect: A meta-analysis. Psychology of women quarterly, 14(3), 299-324.

Kaldo, I., & Õun, K. (2020). Gender Differences Favouring Females in Learning Strategies in Mathematics. Problems of Education in the 21st Century, 78(4), 595-611.

Kele, A., & Sharma, S. (2014). Students' beliefs about learning mathematics: Some findings from the Solomon Islands. Teachers and Curriculum, 14, 33–44.

Keller, C. (2001). Effect of teachers' stereotyping on students' stereotyping of mathematics as a male domain. The Journal of Social Psychology, 141(2), 165-173.

Krech, D., & Crutchfield, R. (1976). Elementi psihologije. Beograd: Naučna knjiga.

Leedy, M.G., LaLonde, D., & Runk, K. (2003). Gender equity in mathematics: Beliefs of students, parents, and teachers. School Science and Mathematics, 103(6), 285-292.

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, 28(1), 26-47.

Markovitz, Z., & Forgasz, H. (2017). "Mathematics is like a lion”: Elementary students’ beliefs about mathematics. Educational Studies in Mathematics, 96(1), 49-64.

Mata, M. de L., Monteiro, V., & Peixoto, F. (2012). Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors. Child Development Research, 2012, 1–10.

Mazana, M.Y., Montero, C.S., & Casmir, R.O. (2019). Investigating Students’ Attitude towards Learning Mathematics. International Electronic Journal of Mathematics Education, 14(1), 207-231.

McLeod, D.B. (1994). Research on Affect and Mathematics Learning in the JRME: 1970 to the Present. Journal for Research in Mathematics Education, 25(6), 637-647.

Mohr-Schroeder, M.J., Jackson, C., Cavalcanti, M., Jong, C., Craig Schroeder, D., & Speler, L.G. (2017). Parents’ Attitudes Toward Mathematics and the Influence on Their Students’ Attitudes toward Mathematics: A Quantitative Study. School Science and Mathematics, 117(5), 214-222.

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

Nicolaidou, M., & Philippou, G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem solving. European Research in Mathematics Education, 3, 1-10.

Novak, J., & Brođanac, P. (2019). Što je bolji prediktor uspjeha iz matematike i fizike–stavovi prema matematici ili kapacitet radnog pamćenja. Život i škola: časopis za teoriju i praksu odgoja i obrazovanja, 65(1-2), 31-44.

Oyedeji, S. O. (2017). The Effects of Students' Motivational Factors on Their Attitudes toward Mathematics. International Journal of Evaluation and Research in Education, 6(4), 277-287.

Pavlin-Bernardić, N., Ravić, S., & Borović, K. (2012). Povezanost učeničkih stavova i uvjerenja prema matematici i kognitivnih sposobnosti s ocjenama iz matematike. Napredak: časopis za pedagogijsku teoriju i praksu, 153(3-4), 315-326.

Pennington, D. C. (2001). Osnove socijalne psihologije. Jastrebarsko: Naklada Slap.

Sherman, H. J., & Christian, M. (1999). Mathematics attitudes and global self-concept: An investigation of the relationship. College Student Journal, 33(1), 95-101.

Tuncer, M., & Yilmaz, Ö. (2020). Relations Attitude Towards Mathematics Lessons: Anxiety and Academic Success. REDIMAT – Journal of Research in Mathematics Education, 9(2), 173-195.

Zan, R., & Di Martino, P. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast, 3, 157-168.

Zhou, S.-N., Zeng, H., Xu, S.-R., Chen, L.-C., Xiao, H. (2019). Exploring changes in primary students’ attitudes towards science, technology, engineering and mathematics (STEM) across genders and grade levels. Journal of Baltic Science Education, 18(3), 466-480.

## Downloads

## Published

## Issue

## Section

## How to Cite

*SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference*,

*2*, 624-634. https://doi.org/10.17770/sie2021vol2.6158