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TEACHERS’ AND STUDENTS’ ATTITUDES …
114 CHAPTER 6 TEACHERS AND students ATTITUDES towards mathematics INTRODUCTION This chapter raises the issue of the relationships between students mathematics achievement and the ATTITUDES of both the student and the teacher toward mathematics . There is now a widespread recognition that affective factors play a critical role in teaching and learning of mathematics . (Mcleod 1992, 1994). A number of researchers have investigated the relationship between affective and cognitive domains. In general ATTITUDES , beliefs and emotions are the major descriptors of the affective domain in mathematics education. Traditionally mathematics education researchers have taken the relationship between attitude towards mathematics and achievement in mathematics as a major concern in their research work. Aiken (1970) referred to attitude as a learned predisposition or tendency on part of an individual to respond positively or negatively towards some object, situation, concept or another person.
114 CHAPTER 6 TEACHERS’ AND STUDENTS’ ATTITUDES TOWARDS MATHEMATICS 6.1 INTRODUCTION This chapter raises the issue of the relationships between students’
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Teaching Practices, Teachers’ Beliefs and Attitudes, TEACHING PRACTICES, TEACHERS, ATTITUDES, Teach ing, Assessment for Learning: Understanding Teachers, Beliefs, Practices, Exploring Teachers’ Beliefs and the Processes, Developing a Motivational Teaching Practice in EFL, Developing a Motivational Teaching Practice in EFL Teachers