‘Me and maths’: towards a definition of attitude grounded on students’ narratives

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The Construct of Attitude in Mathematics Education (2015, methodology): “(Di Martino & Zan, 2010, p. 44) We identify two polarities for each dimension, and assume as negative: an emotional disposition resulting in disliking mathematics, a low perceived competence, and – according to the characterization of Skemp (1976) – an instrumental vision of mathematics.”
A confirmatory factor analysis of Attitudes Toward Mathematics Inventory (ATMI) (2013, background): “Thus, the development of an adequate theory remains in the background, while construction of instruments occupies the forefront resulting in attitudes defined “implicitly and a posteriori through the instruments used to measure it” (Di Martino & Zan, 2010, p.28).”
Learning environment and students' mathematics attitude (2012, methodology): “Further, Di Martino and Zan (2010) stress the importance of intervening on a negative mathematics attitude by activities which are focussed on mathematical processes (e.g., students’ vision of mathematics and perceived competence) rather than on the mathematical products itself.”
Exploring new dimensions of mathematics-related affect: embodied and social theories (2012, background): “Di Martino and Zan (2010) have noticed that teachers often use the concept ‘attitude’ as an excuse, ‘a claim of surrender’, when they are unable to help a student.”