Advertisement

The Roles of Teacher and Parent Attitudes and Some Student Characteristics on Confidence in Learning Mathematics

  • Özge GünEmail author
Chapter

Abstract

This study mainly investigates the roles of students’ perceptions of their mother’s, father’s and teacher’s attitudes toward them as learners of mathematics, and gender and mathematics achievement on their confidence in learning mathematics. Moreover, in this study, students’ confidence is investigated according to gender and mathematics achievement. Data was collected from 1960 seventh grade students enrolled in 19 public elementary schools in a big city of Turkey. Results revealed that the difference between male and female students’ confidence in learning mathematics was not significant; but it was significant among achievement groups. On the other hand, the results of multiple regression analysis yielded that the model composed of five variables significantly predicted the confidence scores of students. In addition, it was found that mathematics achievement and students’ perceptions of their teachers’ attitudes toward them as learners of mathematics were the strongest predictors of their confidence in learning mathematics.

Keywords

Confidence in learning mathematics Teacher and parent attitude Gender Mathematics achievement 

References

  1. Chapman, J. W., Tunmer, W. E., & Prochnow, J. E. (2000). Early reading-related skills and performance, reading self-concept and the development of academic self-concept: A longitudinal study. Journal of Educational Psychology, 67, 145–152.Google Scholar
  2. Eccles, J., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In P. R. Pintrich & D. H. Schunk (Eds.), Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill, Prentice Hall.Google Scholar
  3. Fennema, E., & Sherman, J. (1976). Fennema-Sherman mathematics attitude scales: instrument designed to measure attitudes toward the learning of mathematics by females and males. JSAS Catalogue of Selected Documents in Psychology, 6, 31. (Ms.No.1225).Google Scholar
  4. Hannula, M. S. (2011). The structure and dynamics of affect in mathematical thinking and learning. In M. Pytlak, T. Rowland, & E. Swoboda (Eds.), Proceedings of the seventh congress of European society for research in mathematics education (pp. 34–60). Poland: University of Rzeszow.Google Scholar
  5. Hannula, M., & Malmivuori, M-L. (1996). Feminine structures in mathematical beliefs and performances. In E. Pehkonen (Ed.), Current state of research on mathematical beliefs III proceedings of the MAVI-3 workshop (pp. 31–38). Helsinki, Finland: University of Helsinki.Google Scholar
  6. Hannula, M. S., Maijala, H., & Pehkonen, E. (2004). Development of understanding and self-confidence in mathematics; grades 5-8. In M. J. Høines & A. B. Fuglestad (Eds.), Proceedings of the 28th conference of the international group for the psychology of mathematics education (Vol. 3, pp. 17–24). Bergen: Bergen University College.Google Scholar
  7. Hannula, M. S., Maijala, H., Pehkonen, E., & Nurmi, A. (2005). Gender comparisons of pupils’ self-confidence in mathematics learning. Nordic Studies in Mathematics Education, (3–4), 29–42.Google Scholar
  8. Hyde, J. (2004). The gender similarities hypothesis. American Psychologist, 60, 581–592.CrossRefGoogle Scholar
  9. Leder, G. (1995). Equity inside the mathematics classroom: Fact or artifact? In W. G. Secada, E. Fennema, & L. B. Adaijan (Eds.), New directions for equity in mathematics education. Cambridge University Press.Google Scholar
  10. Li, Q. (1999). Teachers’ beliefs and gender differences in mathematics: A review. Educational Research, 41(1), 63–76.CrossRefGoogle Scholar
  11. Malmivuori, M.-L., & Pehkonen, E. (1996). Mathematical beliefs behind school performances. In L. Puig & A. Gutierrez (Eds.), Proceedings of the 20th conference of the international group for the psychology of mathematics education (Vol. 3, pp. 305–311). Valencia: University of Valencia.Google Scholar
  12. McLeod, D. (1992). Research on affect in mathematics education: A reconceptualization. In D. Grows (Ed.), Handbook of research on mathematics teaching and learning (pp. 575–596). New York: McMillan Publishing Company.Google Scholar
  13. Nurmi, A., Hannula, M. S., Maijala, H., & Pehkonen, E. (2003). On pupils’ self-confidence in mathematics: Gender comparisons. In N. A. Pateman, B. J. Dougherty, & J. Zilliox (Eds.), Proceedings of the 27th conference of the international group for the psychology of mathematics education (Vol. 3, pp. 453–460). University of Hawaii.Google Scholar
  14. Pallant, J. (2007). SPSS survival manual: A step by step guide to data analysis using SPSS for windows. New York: McGraw Hill/Open University Press.Google Scholar
  15. Pintrich, P. R., & Schunk, D. H. (2002). Motivation in education: Theory, research, and applications (2nd ed.). Upper Saddle River, NJ: Merrill, Prentice Hall.Google Scholar
  16. Reyes, H. L. (1984). Affective variables and mathematics education. The Elementary School Journal, 84(5), 538–581.CrossRefGoogle Scholar
  17. Savas, E., & Duru, A. (2005). Gender differences in mathematics and attitude towards mathematics among first grade of high school. Eurasian Journal of Educational Research, 19, 263–271.Google Scholar
  18. Sherman, J. (1971). On the psychology of women: A survey of empirical studies. Springfield, IL: Charles C. Thomas.Google Scholar
  19. Soro, R. (2002). Teachers’ beliefs about gender differences in mathematics: ‘Girls or boys?’ scale. In A. D. Cockburn & E. Nardi (Eds.), Proceedings of the 26th conference of the international group for the psychology of mathematics education (Vol. 4, pp. 225–232). Norwich: PME.Google Scholar
  20. Sumpter, L. (2009). On aspects of mathematical reasoning: Affect and gender. Umeå: Umeå University Retrieved November 2, 2011, from http://umu.diva-portal.org/smash/get/diva2:216376/FULLTEXT01Google Scholar
  21. Tabachnik, B., & Fidell, L. (2007). Using Multivariate Statistics. Boston: Allyn and Bacon.Google Scholar
  22. Tartre, L., & Fennema, E. (1995). Mathematics achievement and gender: A longitudinal study of selected cognitive and affective variables. Educational Studies in Mathematics, 28, 199–217.CrossRefGoogle Scholar
  23. Wigfield, A., & Eccles, J. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 27(3), 265–310.CrossRefGoogle Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.Bartın UniversityBartınTurkey

Personalised recommendations