Attitudes towards Mathematics

            Mathematics is thought to be the domain among all the other subjects which are mainly based on self-attitudes and concepts.   Research, therefore, illustrates that individual’s attitude in crucial in impacting the extended by which the learning effects are generated.  Learning outcomes are generally connected to individual’s psychological impacts (Pepin, & Roesken, 2014).  In order to achieve positive results in the mathematics, classroom individuals are required positive reflection as well as positive engagement into learning.   This is mainly because mathematics learning is the matter where skills, as well as knowledge, are constructed via investigation and problem solutions development of the complex tasks that the subject presents.

            The learning behavior is therefore very essential in determining results as it helps in determining the ability of an individual in developing purpose and reflection on how the presented task is to be solved. In other words student’s attitude’s fuels the learning behaviors. This, therefore, implies that those students who are characterized with a positive attitude while learning mathematics are thus bound to display behaviors that are oriented on goals. Those that possess negative behavior are most likely to attain coping behaviors thus neglecting the process of earning (Pepin, & Roesken, 2014).

            Higher ability to understand mathematics is highly linked to attitudes which in turn develop one’s intelligence (Yasoda, 2009).  Based on the recent studies most of the students holds a negative attitude in regard to mathematics which in return yields negative results.  The negative attitude towards mathematics learning is developed by anxiety which is the general feeling of tension towards the concepts.  This anxiety results in decreased performance in mathematics as the concentration and the ability to grasp the concept is affected. Negative attitude hinders the ability to learn as it generally affects the brain's capability to hold information.  A positive attitude is an essential part of the general learning procedure as it influences the behaviors of the students towards the subject (Yasoda, 2009). This is because a positive attitude fuels the students in investing more energy in the subject because they are highly motivated to learn

 

 

 

            References

            Pepin, B., & Roesken, B. (2014). From beliefs to dynamic affect systems in mathematics education: Exploring a mosaic of relationships and interactions.

            Yasoda, R. (2009). Problems in teaching and learning mathematics. New Delhi: Discovery Pub. House.