The historical formation of influential but the overlooked variable of mathematical attitude

Document Type : Review Paper

Authors

1 Payam Noor University, Tehran, Iran

2 Department of Mathematics Education, Faculty of Mathematics and Computer Science, Shahid Bahonar University of Kerman, Kerman

Abstract

For over half a century, the significance of the emotional domain in mathematics education has been acknowledged by researchers, yet the related research has not had much impact on educational policies. Most of these studies have focused on the structure of mathematical attitudes as a significant factor in learning, academic success, and other crucial components of mathematics education. However, various review studies indicate weak and sometimes contradictory results, often lacking actionable insights for changing the performance and methods of mathematics education practitioners. Researchers attribute this to the generally rushed efforts of leading researchers in this field to search for and determine causal relationships before establishing appropriate theoretical foundations. This article reviews research on mathematical attitudes, focusing on the evolution and formation of the emotional domain in mathematics education.

Keywords

Main Subjects

References

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Mathematics and Society
Volume 5, Issue 4
December 2020
Pages 53-68

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History

  • Receive Date: 08 April 2021
  • Revise Date: 12 August 2021
  • Accept Date: 21 August 2021
  • Publish Date: 19 February 2021

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