Chapter Ii

Chapter II Literature Review There have been many studies concerning math anxiety, motivation, and attitude toward mathematics. All of these may play a role in achievement and whether or not a student likes mathematics. One of the most important reasons for nurturing a positive attitude in math is that it may increase one’s tendency to elect mathematics courses in high school and college and possibly to elect careers in a math related field (Haladnya 1983). Through reviewing the literature several important possibilities were revealed. One variable that plays a very important role in attitude is the teacher. When classrooms are well organized and well managed the students perceive the teacher as effective and class work as easy. Teacher effectiveness seems to be consistently related with a positive attitude toward mathematics (Haladnya 1983). But effective teaching alone may not change the attitude of the students toward mathematics. The affective climate of the classroom is an important factor to consider. One study found “ a positive affective climate that promoted risk-taking was positively associated with students’ mastery orientation, help-seeking, and positive emotions associated with learning fractions” (Stipek 1998 p. 483). While another found “students’ feeling of relatedness to their teachers were strong

predictors of their cognitive, behavioral, and emotional engagement in classroom activities” (Stipek 1998 p. 483). Jaime Escalante, the real-life hero of the film Stand and Deliver, insists he must teach his students for three years if they are to succeed in AP calculus. He conscientiously builds relations of care and trust with each student. He shows steady concern for the integral development of his students – how are they doing in English, how their home lives are going, what jobs and sports they participate in. This attitude and the effort that accompanies it are part of teaching mathematics. As we build such relations, our students learn to trust us. When the work is not as exciting as we’d like it to be or when they have those low moments (as we all do), students will often persist for their teacher. “Okay, if you say so.” “I’ll do it- just for you.” (Davis 1990) Stipek (1998) found that when teachers focused on effort, learning and understanding rather than performance, students experienced more positive emotions and enjoyment in mathematics. As these studies have shown, teachers play a very important role in students’ attitude toward mathematics.