196
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Upper primary student attitudes toward mathematics problem solving; an exploratory study in Chile

ORCID Icon, &
Received 03 Sep 2020, Accepted 27 May 2023, Published online: 22 Jun 2023

References

  • Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Prentice-Hall.
  • Attard, C. (2011). My favourite subject is maths. For some reason no-one really agrees with me”: student perspectives of mathematics teaching and learning in the upper primary classroom. Mathematics Education Research Journal, 23(3), 363–377. https://doi.org/10.1007/s13394-011-0020-5
  • Ayarza, R. O., Soto, D. S., & Crocci, H. S. (2007). Renovación de la enseñanza del álgebra elemental: Un aporte desde la didáctica [Renewing the teaching of elementary algebra: A contribution of didactics]. Estudios Pedagógicos (Valdivia), 33(2), 81–100.
  • Batchelor, S., Torbeyns, J., & Verschaffel, L. (2019). Affect and mathematics in young children: An introduction. Educational Studies in Mathematics, 100(3), 201–209. https://doi.org/10.1007/s10649-018-9864-x
  • Cerda, G., Ortega Ruiz, R., Casas, J. A., del Rey, R., & Pérez, C. (2016). Predisposición desfavorable hacia el aprendizaje de las Matemáticas: una propuesta para su medición [Unfavorable predisposition toward mathematics learning: A measurement proposal]. Estudios pedagógicos (Valdivia), 42(1), 53–63. https://doi.org/10.4067/S0718-07052016000100004
  • Chamberlin, S. A. (2010). A review of instruments created to assess affect in mathematics. Journal of Mathematics Education, 3(1), 167–182.
  • Chan, D. (1998). Perceived competence of students with learning difficulties in Hong Kong. In D. W. Chan (Ed.), Helping students with learning difficulties (pp. 135–148). Chinese University Press.
  • Clarke, D., & Roche, A. (2018). Using contextualized tasks to engage students in meaningful and worthwhile mathematics learning. The Journal of Mathematical Behavior, 51, 95–108. https://doi.org/10.1016/j.jmathb.2017.11.006
  • Di Martino, P. (2019). Pupils’ view of problems: The evolution from kindergarten to the end of primary school. Educational Studies in Mathematics, 100(3), 291–307. https://doi.org/10.1007/s10649-018-9850-3
  • Di Martino, P., & Zan, R. (2010). Me and maths’: Toward a definition of attitudes grounded on students’ narratives. Journal of Mathematics Teacher Education, 13(1), 27–48. https://doi.org/10.1007/s10857-009-9134-z
  • Di Martino, P., & Zan, R. (2011). Attitudes toward mathematics: A bridge between beliefs and emotions. ZDM-Mathematics Education, 43(4), 471–482. https://doi.org/10.1007/s11858-011-0309-6
  • Di Martino, P., & Zan, R. (2015). The construct of attitudes in mathematics education. In From beliefs to dynamic affect systems in mathematics education (pp. 51–72). Springer. https://doi.org/10.1007/978-3-319-06808-4_3
  • Dowker, A., Cheriton, O., Horton, R., & Mark, W. (2019). Relationships between attitudes and performance in young children’s mathematics. Educational Studies in Mathematics, 100(3), 211–230. https://doi.org/10.1007/s10649-019-9880-5
  • Dowker, A., Sarkar, A., & Looi, C. Y. (2016). Mathematics anxiety: What have we learned in 60 years? Frontiers in Psychology, 7, Article 508. https://doi.org/10.3389/fpsyg.2016.00508
  • Felmer, P., Perdomo-Díaz, J., & Reyes, C. (2019). The ARPA experience in Chile: Problem solving for teachers’ professional development. In P. Liljedahl, & M. Santos-Trigo (Eds.), Mathematical problem solving. ICME-13 monographs (pp. 311–337). Springer. https://doi.org/10.1007/978-3-030-10472-6_14
  • Fennema, E. H., & Sherman, J. A. (1978). Sex-related differences in mathematics achievement and related factors: A further study. Journal for Research in Mathematics Education, 9(3), 189–203. https://doi.org/10.2307/748997
  • Ferguson, M. J., & Fukukura, J. (2012). Likes and dislikes: A social cognitive perspective on attitudes. In S. T. Fiske & C.N. Macrae (Eds.), The SAGE handbook of social cognition (pp. 165–186). SAGE Publications Ltd.
  • Gao, J. (2020). Sources of mathematics self-efficacy in Chinese students: A mixed-method study with Q-sorting procedure. International Journal of Science and Mathematics Education, 18(4), 713–732. https://doi.org/10.1007/s10763-019-09984-1
  • Giaconi, V., Varas, M. L., Tuohilampi, L., & Hannula, M. (2016). Affective factors and beliefs about mathematics of young Chilean children: Understanding cultural characteristics. In P. Felmer, E. Pehkonen, & J. Kilpatrick (Eds.), Posing and solving mathematical problems. Research in mathematics education (pp. 37–51). Springer. https://doi.org/10.1007/978-3-319-28023-3_3
  • Godoy Ossa, F., Varas Scheuch, L., Martínez, M., Treviño, E., & Meyer, A. (2016). Interacciones pedagógicas y percepción de los estudiantes en escuelas chilenas que mejoran: una aproximación exploratoria [Pedagogical interactions and perception of students in Chilean schools that improve: An exploratory approach]. Estudios Pedagógicos (Valdivia), 42(3), 149–169. https://doi.org/10.4067/S0718-07052016000400008
  • Grootenboer, P. (2010). Affective development in university education. Higher Education Research & Development, 29(6), 723–737. https://doi.org/10.1080/07294361003682586
  • Grootenboer, P., & Marshman, M. (2016). Mathematics, affect and learning. Springer Singapore.
  • Guven, B., Aydin-Guc, F., & Ozmen, Z. M. (2016). Problem types used in math lessons: The relationship between student achievement and teacher preferences. International Journal of Mathematical Education in Science and Technology, 47(6), 863–876. https://doi.org/10.1080/0020739X.2015.1136438
  • Haladyna, T., Shaughnessy, J., & Shaughnessy, M. (1983). A causal analysis of attitudes toward mathematics. Journal for Research in Mathematics Education, 14(1), 19–29. https://doi.org/10.2307/748794
  • Hannula, M. S. (2002). Attitudes toward mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49(1), 25–46. https://doi.org/10.1023/A:1016048823497
  • Hannula, M. S. (2016). Attitudes, beliefs, motivation, and identity in mathematics education; an overview of the fields and future directions. In M. S. Hannula, P. D. Martino, M. Pantziara, Q. Zhang, F. Morselli, E. Heyd-Metzuyanim, & G. A. Goldin (Eds.), Attitudes, beliefs, motivation and identity in mathematics education (pp. 1–2). Springer. https://doi.org/10.1007/978-3-319-32811-9_1
  • Hannula, M. S. (2019). Young learners’ mathematics-related affect: A commentary on concepts, methods, and developmental trends. Educational Studies in Mathematics, 100(3), 309–316. https://doi.org/10.1007/s10649-018-9865-9
  • Hart, L. E. (1989). Describing the affective domain: Saying what we mean. In D. McLeod, & V. Adams (Eds.), Affect and mathematical problem solving (pp. 37–45). Springer. https://doi.org/10.1007/978-1-4612-3614-6_3
  • Hestner, Å, & Sumpter, L. (2018). Beliefs and values in upper secondary school students’ mathematical reasoning. In B. Rott, G. Törner, J. Peters-Dasdemir, & A. Möller, Safrudiannur (Eds.), Views and beliefs in mathematics education (pp. 79–87). Springer. https://doi.org/10.1007/978-3-030-01273-1_8
  • Leung, F. K. (2002). Behind the high achievement of east Asian students. Educational Research and Evaluation, 8(1), 87–108. https://doi.org/10.1076/edre.8.1.87.6920
  • Liljedahl, P., & Hannula, M. S. (2016). Research on mathematics-related affect: Examining the structures of affect and taking the social turn. In Á Gutiérrez, G. C. Leder, & P. Boero (Eds.), The second handbook of research on the psychology of mathematics education (pp. 415–446). Sense. https://doi.org/10.1007/9789463005616_013
  • Lin, S. H., & Huang, Y. C. (2016). Development and application of a Chinese version of the short attitudes toward mathematics inventory. International Journal of Science and Mathematics Education, 14(1), 193–216. https://doi.org/10.1007/s10763-014-9563-8
  • Lubienski, S. T. (2000). Problem solving as a means toward mathematics for all: An exploratory look through a class lens. Journal for Research in Mathematics Education, 31(4), 454–482. https://doi.org/10.2307/749653
  • McHugh, M. L. (2012). Interrater reliability: The kappa statistic. Biochem Med (Zagreb), 22(3), 276–282. https://doi.org/10.11613/BM.2012.031
  • McLeod, D. B.. (1992). Research on affect in mathematics education: A reconceptualization. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (Vol. 1, pp. 575–596). Macmillan Publishing Co, Inc.
  • Mineduc [Ministry of Education Republic of Chile]. (2012). Bases Curriculares Matemática; Ficha Bases Curriculares 2012. Retrieved June 2019, from: http://www.curriculumenlineamineduc.cl/605/w3-article-21321.html, Santiago: Ministerio de Educación, República de Chile
  • National Research Council. (2011). Successful K-12 STEM education: Identifying effective approaches in science, technology, engineering, and mathematics. National Academies Press.
  • OECD. (2013). PISA 2012 results: Ready to learn: Students’ engagement, drive and self-beliefs (Volume III). Retrieved June 2019, from https://doi.org/10.1787/9789264201170-en
  • OECD (2016). Low-performing students: Why they fall behind and how to help them succeed. PISA, OECD Publishing. https://doi.org/10.1787/9789264250246-en.
  • OECD (2017). PISA 2015 results STUDENTS’ WELL-BEING (Volume III). OECD Publishing. https://www.oecd-ilibrary.org/education/pisa_19963777
  • Pantziara, M. (2016). Student self-efficacy beliefs. In M. S. Hannula, P. Di Martino, M. Pantziara, Q. Zhang, F. Morselli, E. Heyd-Metzuyanim, & G. A. Goldin (Eds.), Attitudes, beliefs, motivation and identity in mathematics education (pp. 7–11). Springer.
  • Pekrun, R., & Stephens, E. J. (2010). Achievement emotions: A control-value approach. Social and Personality Psychology Compass, 4(4), 238–255. https://doi.org/10.1111/j.1751-9004.2010.00259.x
  • Preiss, D., Larraín, A., & Valenzuela, S. (2011). Discurso y pensamiento en el aula matemática chilena. Psykhe (Santiago), 20(2), 131–146. https://doi.org/10.4067/S0718-22282011000200011
  • Ramírez, M. J. (2005). Attitudes toward mathematics and academic performance among Chilean 8th graders. Estudios Pedagógicos, 31(1), 97–112.
  • Ruffell, M., Mason, J., & Allen, B. (1998). Studying attitudes to mathematics. Educational Studies in Mathematics, 35(1), 1–18. https://doi.org/10.1023/A:1003019020131
  • Saadati, F., Cerda, G., Giaconi, V., Reyes, C., & Felmer, P. (2019). Modeling Chilean mathematics teachers’ instructional beliefs on problem solving practices. International Journal of Science and Mathematics Education, 17(5), 1009–1029. https://doi.org/10.1007/s10763-018-9897-8
  • Saadati, F., & Felmer, P. (2021). Assessing impact of a teacher professional development program on student problem-solving performance. ZDM Mathematics Education, 53(4), 799–816. https://doi.org/10.1007/s11858-020-01214-1
  • Saadati, F., Giaconi, V., & Barrera-Pedemonte, F. (2023). Mathematical problem-solving-related affect across gender and grade-level among upper primary students. International Journal of Mathematical Education in Science and Technology, 1–22. Advance online publication. https://doi.org/10.1080/0020739X.2022.2159890
  • Saadati, F., & Reyes, C. (2019). Collaborative learning to improve problem-solving skills: A relation affecting through attitude toward mathematics. In P. Felmer, P. Liljedahl, & B. Koichu (Eds.), Problem solving in mathematics instruction and teacher professional development (pp. 187–202). Springer. https://doi.org/10.1007/978-3-030-29215-7_10
  • Savelsbergh, E. R., Prins, G. T., Rietbergen, C., Fechner, S., Vaessen, B. E., Draijer, J. M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158–172. https://doi.org/10.1016/j.edurev.2016.07.003
  • Stylianides, A. J., & Stylianides, G. J. (2014). Impacting positively on students’ mathematical problem solving beliefs: An instructional intervention of short duration. The Journal of Mathematical Behavior, 33, 8–29. https://doi.org/10.1016/j.jmathb.2013.08.005
  • Symonds, J., Schoon, I., & Salmela-Aro, K. (2016). Developmental trajectories of emotional disengagement from schoolwork and their longitudinal associations in England. British Educational Research Journal, 42(6), 993–1022. https://doi.org/10.1002/berj.3243
  • Tambunan, H. (2019). The effectiveness of the problem-solving strategy and the scientific approach to students’ mathematical capabilities in high order thinking skills. International Electronic Journal of Mathematics Education, 14(2), 293–302. https://doi.org/10.29333/iejme/5715
  • Tuohilampi, L., Hannula, M. S., Varas, L., Giaconi, V., Laine, A., Näveri, L., & i Nevado, L. S. (2015). Challenging the western approach to cultural comparisons: Young pupils’ affective structures regarding mathematics in Finland and Chile. International Journal of Science and Mathematics Education, 13(6), 1625–1648. https://doi.org/10.1007/s10763-014-9562-9
  • Tytler, R., Osborne, J., Williams, G., Tytler, K., & Cripps Clark, J. (2008). Opening up pathways: Engagement in STEM across the primary-secondary school transition. Deakin University.
  • Verschaffel, L., Depaepe, F., & Van Dooren, W. (2020). Word problems in mathematics education. In S. Lerman (Ed.), Encyclopedia of mathematics education (pp. 908–911). Springer Cham. https://doi.org/10.1007/978-3-030-15789-0.
  • Voica, C., Singer, F. M., & Stan, E. (2020). How are motivation and self-efficacy interacting in problem-solving and problem-posing? Educational Studies in Mathematics, 105(3), 487–517. https://doi.org/10.1007/s10649-020-10005-0
  • Wilkins, J. L., & Ma, X. (2003). Modeling change in student attitudes toward and beliefs about mathematics. The Journal of Educational Research, 97(1), 52–63. https://doi.org/10.1080/00220670309596628
  • Yavuz Mumcu, H., & Cansız Aktaş, M. (2020). Development of an attitude-toward -using-mathematics scale for high-school students and an analysis of student attitudes. International Journal of Mathematical Education in Science and Technology, 51(1), 3–25. https://doi.org/10.1080/0020739X.2019.1679398
  • Zakaria, E., Chin, L. C., & Daud, M. Y. (2010). The effects of cooperative learning on students’ mathematics achievement and attitudes toward mathematics. Journal of Social Sciences, 6(2), 272–275. https://doi.org/10.3844/jssp.2010.272.275
  • Zhang, X., Yang, Y., Zou, X., Hu, B. Y., & Ren, L. (2020). Measuring preschool children's affective attitudes toward mathematics. Early Childhood Research Quarterly, 53, 413–424. https://doi.org/10.1016/j.ecresq.2020.05.012

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.