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Student Attitudes and Perspectives Involving Mathematics in Elementary and Middle School Settings
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STUDENT ISSUES AND PERSPECTIVES INVOLVING MATHEMATICS
EDUCATION IN ELEMENTARY AND MIDDLE SCHOOL SETTINGS
Regina M. Mistretta, Ed.D. St. John’s University ## email not listed ##
The attitudes we possess towards mathematics affect how we approach, persist, and succeed at the subject (Thorndike-Christ, 1991). This paper will report on a study that surveyed 1,691 students in grades three through eight about their enjoyment of and confidence with mathematical problem solving. Findings reveal gender and grade level differences that warrant the attention of mathematics educators so that pedagogical practices can be tailored to nurture more positive attitudes towards problem solving.
Background and Purpose
Students who come to enjoy and value mathematics increase their achievement, persistence,
and confidence with the subject (Gottfried, 1985; Lehmann, 1986; Meece et al., 1990; and Pokay and Blumenfeld, 1990). Students also engage in and enjoy mathematics more if they expect to be successful (Dickenson and Butt, 1989), and generally avoid the subject if possible when they perceive their ability to do mathematics as poor (Hilton, 1981; Otten and Kuyper, 1988). The study discussed in this paper sought to further existing research through an investigation of student attitudes specific to their enjoyment of and confidence with mathematical problem solving. Research questions included: 1) To what extent do students enjoy mathematical problem solving and does this vary across grade level and/or gender? and 2) To what extent are students confident in their mathematical problem solving ability and does this vary across grade level and/or gender?
Awareness of such attitudes towards problem solving is of both practical and theoretical
importance. Solving problems about the surrounding world has always been central to mathematical thinking, and recent PreK-12 curricula place emphasis on such tasks (NCTM, 2000). Attitudes were found to be shaped in great part by the learning environments one experiences (Graham and Fennel, 2001), and teachers who understand their students’ attitudes are better able to create learning environments conducive to positive attitudes and better achievement (Middleton, 1995). The study described in this paper deepens the knowledge base and serves the mathematics learning community by providing educators with insights into students’ attitudes towards problem solving so that classrooms conducive to enjoyment of and confidence with problem solving can be nurtured.
Methods and Results
A sample population of 1,691 students in grades three through eight from ten coeducational
elementary schools in Queens, New York was randomly selected to participate in this study. The students were classified with average to low mathematics achievement levels based on standardized testing scores and were from families with middle to low socioeconomic status. Their ethnic backgrounds consisted of 7% Asian, 30% Afro-American, 13% Caucasian, 46% Hispanic, and 4% Pacific Islander.
The students were categorized into twelve groups according to grade and gender, and were
administered a survey consisting of 12 statements that gauged responses on a 5-point Likert scale. The statements reflected pedagogical practices advocated by The National Council of
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| | Authors: Mistretta, Regina. |
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STUDENT ISSUES AND PERSPECTIVES INVOLVING MATHEMATICS
EDUCATION IN ELEMENTARY AND MIDDLE SCHOOL SETTINGS
Regina M. Mistretta, Ed.D.
St. John’s University
## email not listed ##
The attitudes we possess towards mathematics affect how we approach, persist, and succeed at
the subject (Thorndike-Christ, 1991). This paper will report on a study that surveyed 1,691
students in grades three through eight about their enjoyment of and confidence with
mathematical problem solving. Findings reveal gender and grade level differences that warrant
the attention of mathematics educators so that pedagogical practices can be tailored to nurture
more positive attitudes towards problem solving.
Background and Purpose
Students who come to enjoy and value mathematics increase their achievement, persistence,
and confidence with the subject (Gottfried, 1985; Lehmann, 1986; Meece et al., 1990; and Pokay
and Blumenfeld, 1990). Students also engage in and enjoy mathematics more if they expect to
be successful (Dickenson and Butt, 1989), and generally avoid the subject if possible when they
perceive their ability to do mathematics as poor (Hilton, 1981; Otten and Kuyper, 1988). The
study discussed in this paper sought to further existing research through an investigation of
student attitudes specific to their enjoyment of and confidence with mathematical problem
solving. Research questions included: 1) To what extent do students enjoy mathematical
problem solving and does this vary across grade level and/or gender? and 2) To what extent are
students confident in their mathematical problem solving ability and does this vary across grade
level and/or gender?
Awareness of such attitudes towards problem solving is of both practical and theoretical
importance. Solving problems about the surrounding world has always been central to
mathematical thinking, and recent PreK-12 curricula place emphasis on such tasks (NCTM,
2000). Attitudes were found to be shaped in great part by the learning environments one
experiences (Graham and Fennel, 2001), and teachers who understand their students’ attitudes
are better able to create learning environments conducive to positive attitudes and better
achievement (Middleton, 1995). The study described in this paper deepens the knowledge base
and serves the mathematics learning community by providing educators with insights into
students’ attitudes towards problem solving so that classrooms conducive to enjoyment of and
confidence with problem solving can be nurtured.
Methods and Results
A sample population of 1,691 students in grades three through eight from ten coeducational
elementary schools in Queens, New York was randomly selected to participate in this study. The
students were classified with average to low mathematics achievement levels based on
standardized testing scores and were from families with middle to low socioeconomic status.
Their ethnic backgrounds consisted of 7% Asian, 30% Afro-American, 13% Caucasian, 46%
Hispanic, and 4% Pacific Islander.
The students were categorized into twelve groups according to grade and gender, and were
administered a survey consisting of 12 statements that gauged responses on a 5-point Likert
scale. The statements reflected pedagogical practices advocated by The National Council of
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