Attitude towards mathematics: emotions, expectations and values

By Markku S. Hannula. 2002

459 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/02a03f9aaef51443b04d6b11b1b5dd9692bfe6b4

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Markku S. Hannula
2. R. Zan
3. P. Martino
4. M. Brown
5. P. Brown
6. Mei-Shiu Chiu
7. Roberta Y. Schorr
8. Y. Epstein

In Experimental and Cognitive Psychology

1. P. Martino
2. M. Brown
3. P. Brown
4. R. Zan
5. Mei-Shiu Chiu
6. T. Bibby
7. Al Mutawah
8. M. Ali

Citations in the corpus

• Attitudes towards Mathematics: Effects of Individual, Motivational, and Social Support Factors (2012, background): “As suggested by Hannula [57] qualitative data collected from observations, interviews, and case studies can be useful in studying attitudes more accurately and to recognize possible factors behind the characteristics of attitudes and any changes that take place.”
• Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “Knowing a student's attitude does not really help a teacher, as it is seen from the viewpoint of an observer, and may stem from different psychological reasons (Ruffel, Mason and Allen 1998 ; Hannula 2002 ).”
• Warning Concerning Copyright Restrictions (2008, background): “10 For compelling examples of the interaction of social, affective, and cognitive aspects in math, see for example, Dai and Sternberg (2004), Hannula, (2002), and Epstein, Schorr, Goldin, Warner, Arias, Sanchez, Dunn and Cain (2007).”
• Achievements and self-concepts in a comparison of math and science: exploring the internal/external frame of reference model across 28 countries (2008, result): “Research results reveal a consistent relationship between student math and science self-concepts and their corresponding achievements (e.g., Hannula, 2002; Lee & Brophy, 1996; Pietsch, Walker, & Chapman, 2003; Tuan, Chin, & Shieh, 2005; Whitebread & Chiu, 2004).”
• A confirmatory factor analysis of Attitudes Toward Mathematics Inventory (ATMI) (2013, background): “Many researchers claim that despite the fact that research on attitude, as compared to other subdomain of affects, has the longest history, the term attitude remains an “ambiguous construct” (e.g. Hart, 1989; Hannula, 2002) with an ambiguous theoretical framework (McLeod, 1992; Zan & Di Martino, 200”
• RF01: AFFECT IN MATHEMATICS EDUCATION - EXPLORING THEORETICAL FRAMEWORKS 1 (2004, background): “Motivation is an important concept, but surprisingly little research has been done explicitly on motivation in mathematics - at least within PME (Hannula, 2002b).”
• “I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics (2008, methodology): “…academic self-concepts than boys in relation to mathematics (Kyriacou and Goulding 2006; Elwood and Comber 1996; Woodrow 1996), suffer more from mathematics-related anxiety (Hannula 2002), and may have a more fatalistic view of their lack of ability in mathematics as innate (Dweck 1986, 2000).”
• Beliefs and engagement structures: behind the affective dimension of mathematical learning (2011, background): “Further, related discussions of affect with regard to mathematics learning may be found in GomezChacon (2000); Hannula (2002); Lesh, Hamilton, & Kaput (2007); Zan, Brown, Evans, & Hannula (2006); Evans, Morgan, & Tsatsaroni (2006); and references therein.”
• The Construct of Attitude in Mathematics Education (2015, background): “Some studies using essays, diaries, interviews and also the observation of behaviour in natural settings or in structured sit- uations appear (Karsenty & Vinner, 2000; Hannula, 2002; Zan & Di Martino, 2007; Kaasila, 2007).”
• The Influence of Mathematics Anxiety in Middle and High School Students Math Achievement (2015, background): “There are many more recent studies finding a similar relationship between anxiety and achievement within the past decade (Hodges & Kim, 2013; Adelson & McCoach, 2011; Chamberlin, 2010; Dumias, 2009; Ismail & Awang, 2008; Zan et al., 2006; Leder & Grootenboer, 2005; Tapia & Marsh, 2004; Hannula, 2002”
• Learning environment and students' mathematics attitude (2012, background): “Hanulla (2002) distinguished four evaluative processes: emotions aroused in the situation, emotions associated with the stimuli, expected consequences, and the act of relating the situation to personal values.”
• Images, Anxieties, and Attitudes toward Mathematics (2013, unknown): “In this context, many studies have been conducted on attitudes toward mathematics (e.g., Eleftherios & Theodosius, 2007; Hannula, 2002, 2004; Zan & Di Martino, 2007) with contradictory results.”