Students Mathematical Attitudes A Systematic Mapp
Students Mathematical Attitudes A Systematic Mapp
Students Mathematical Attitudes A Systematic Mapp
Abstract
Article Information: This article is preliminary research that explores the results of studies
Received August 1, conducted on students' mathematical attitudes using Systematic
2023 Mapping Study (SMS). The purpose of this Mapping is to discuss any
Revised September 28, mathematical attitude topic that is being reviewed and studied. This
2023
research uses qualitative methods using a study library. The search
Accepted September
29, 2023 was carried out on the Scopus database with 36 articles used in 2014-
2022 publications published in the form of scientific journals included
in the inclusion criteria. The results of this SMS show an overview of
Keyword: opportunities to explore new topics in students' Mathematical
Attitude, Mathematics, Attitudes or utilise existing issues regarding the most significant focus
Systematic Mapping
of mathematics education: gender, student attitudes, self-concept,
attitudes to mathematics, gender differences, and mathematical
performance. The trends from several countries studied are China, the
United States, the United Kingdom, Italy, Spain, Germany, the
Russian Federation, France, and Canada
INTRODUCTION
Humans need education throughout life; it will be easier to develop and
experience change. Therefore, education needs to be taught from the basic level, middle
level to advanced level, one of which is mathematics education. Kaiser & Sriraman (2010)
say that mathematics is an excellent means for training and developing intellectual
competence, the ability to think logically and systematically to solve mathematical and
everyday problems. Hidayat, Wahyudin, and Prabawanto (2018) said that mathematics
must be taught to students because 1) it is always used in our lives; 2) all lessons require
appropriate mathematical skills, 3) the means of communication is a vital, short, and clear,
challenging problem. This shows that problem-solving plays a vital role in mathematics
learning.
The success of mathematics learning is also influenced by various factors,
including students' attitudes towards mathematics. Ainley, M., & Ainley, J. (2011)
Attitudes towards mathematics include affective, cognition, and conation. The cognitive
part is composed of the knowledge and information a person has about the object of their
attitude, the affective component is evaluative and relates to feelings of pleasure and
displeasure, and the conation component is a person's readiness to act about the object of
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Trisno Santos and Nining Haerunisa | Students' Mathematical Attitudes …
their attitude or a part related to the tendency to work towards it. Object. Students'
mathematical attitudes cannot be ignored in mathematics learning because they influence
education.
Knowing students' attitudes towards learning mathematics is very important in
supporting the success of teachers in teaching mathematics. If mathematical problem-
solving abilities are low, it will result in students having a negative attitude toward
learning mathematics, or conversely, students' negative attitudes towards mathematics
can result in students' low mathematical problem-solving abilities (Eccles et al., A.
(2002)). So, teachers must eliminate harmful attitudes and instil positive attitudes in
students towards mathematics.
Stigma like this decreases students' mathematical performance, including low
problem-solving abilities. Several previous studies (Fuadi et al., 2017), which researched
analysing students' mathematical problem-solving skills, showed that students'
mathematical problem-solving abilities still needed to be in a better category. Therefore,
various aspects supporting students' abilities in solving mathematical problems must be
considered, including students' mathematical attitudes. Students' attitudes towards
mathematics will influence student achievement; this is supported by research results
(Makur et al., 2019), which state that the more positive a student's mathematical attitude,
the better their mathematical problem-solving abilities.
Mathematics education research has widely discussed students' attitudes towards
mathematics (Mensah et al., 2013). Besides cognitive factors, student attitudes have also
been accepted as a critical factor influencing student achievement (Mensah et al., 2013;
Abu & Leong, 2014). According to Ayob & M. Yasin (2017), positive perceptions of
mathematics learning among students will develop positive attitudes toward mathematics
and lead to higher achievement. In line with this, one of the goals of mathematics
education is the formation of students' attitudes. Therefore, paying attention to students'
attitudes towards mathematics in the mathematics learning process is appropriate.
Attitude is a component that significantly influences the success of mathematics
learning programs. Someone with a positive attitude will show actions that always lead
to efforts to achieve mathematics learning goals (Hannula, MS 2006). One of the things
that a teacher needs to pay attention to in making his learning a success is creating a
learning condition and climate that can stimulate and increase students' positive attitudes
toward learning mathematics.
According to Sax (1989), attitude is a tendency on a dimension from likes to
dislikes towards a particular group, institution, concept, or object. Nitko (2007)
emphasised that attitude is a person's characteristic that describes their positive and
negative feelings towards a particular thing, situation, institution, person, or idea. White
et al. (2006) continued that attitude shows a person's decision, which is shown in terms
of good or bad towards something in the form of supporting or opposing behaviour.
Attitudes towards mathematics, according to Zan & Martino (2007) state that
attitudes towards mathematics are seen as a relationship pattern of beliefs and emotions
with mathematics in line with research by Yáñez-Marquina & Villardón-Gallego (2016),
subjectively, by each other, for refining; and (3) Attempting to economise thought and
effort.
In the context of mathematical solving and mathematical activities, mathematical
attitudes can be measured in four dimensions of attitude measurement, which are
synthesised based on the definitions above, namely: (1) Objectifying, understand the
problem and the purpose and substance of the problem independently, (2)
Reasonableness, try to take logical action, (3) Clarity, try to express things clearly and
concisely, (4) Sophistication, trying to find a better solution. The method considered the
most reliable for revealing a person's attitude is to use a list of statements from the
description of each mathematical attitude indicator that the individual must answer, called
an attitude scale.
Hart (1989) refers to mathematical attitudes as individuals' emotional responses
to mathematics, beliefs in mathematics, and how they behave towards mathematics.
Hannula (2002) defines attitudes based on emotions, thoughts, and behaviour. Di Martino
and Zan (2007) suggest that cognitive must also be integrated into the mathematical
attitude component. Therefore, the definition of mathematics attitude has been expanded
based on three elements: affective (i.e., emotional and beliefs), behavioural, and cognitive
(Ayob & M. Yasin, 2017). Positive attitudes toward mathematics influence students'
willingness to learn mathematics compared to students who have negative attitudes
towards mathematics, and once they feel mathematics is essential,
Search results using the Scopus electronic database regarding journals or scientific
articles discussing Mathematical Attitudes. The approach method used is a Systematic
Mapping Study (SMS). There are nine articles from search results from the Scopus
electronic database (Banaeianjahromi & Smolander, 2016; Kitchenham & Charters,
2007; Muhammad et al., 2017; Petersen et al., R. and Mujtaba; S. & Mattsson, 2008).
This systematic mapping analyses search results from 36 articles with Research Questions
(RQ).
Based on this, this article aims to make it easier for researchers to find previous
studies related to research themes on Mathematical Attitudes research objects, and this
systematic mapping is to form a research background and gain insight into Mathematical
Attitudes as well as implications and guidelines for other academics to create a research
basis about Mathematical Attitude.
METHOD
This research uses a Systematic Mapping Study (SMS) approach. SMS has its
roots in the study literature review (SLR), which was introduced in medical research
(Kitchenham, 2007). The application of SLR is to identify, evaluate, and interpret all
available and relevant literature related to the research question or domain of interest
(Kitchenham, 2007; Petersen et al., 2008). The most common reasons for SMS are, first,
to summarise existing evidence on the topic; Second, to identify gaps in current research
and provide suggestions for future investigation; And third, to provide background for
positioning new research activities (Kitchenham, 2007). SMS is applied to describe the
types of research activities that have been carried out in this research. SMS describes the
research at a high level and maps the research rather than investigating the research
question in detail (Petersen et al., 2008). In other words, SMS can be considered a method
for obtaining a general overview of a particular research area because SMS research
explores information in detail (Kitchenham, 2007).
Search Steps
To increase the accuracy of SMS studies, the search and analysis process must be
as accurate as possible. Thus, this section characterises selecting data sources,
implementing strategies for creating search strings, and determining exclusion and
inclusion criteria. This research adopts the search process from research (Petersen et al.,
2008). Each step has a result in this process, and a systematic map is the final result of
the mapping process. The table illustrates the SMS process and performing an online
search on the Scopus electronic database.
Table 1. Search Steps
Data source Search Intervention Detected
Final Paper 9
Source: Processed data (2022)
Search Strings use boolean words to synthesise into one search string. Researchers
used a "mathematical attitude," and in the end, researchers found 51 documents. The
search string above is applied to search all article parts in the Scopus database, such as
title, abstract, keywords, and main section. The search process begins in October 2022
(Barbosa, 2011). The next step to do a filter is a. Open access: All Open Access subjects
are Mathematics, Publication stage: Final, Document Type: Article, Source Type:
journals, Songage: English. After that, there are nine articles.
The author classifies paper types and research methods, referring to the research
of Banaeianjahromi Smolander (2016), where the article groups paper types into five
categories and research methods into three categories (Table 2).
Paper Type
1 Validation Research The method used is new and has not yet been
implemented in practice
Research Methods
RESULTS
The results of the systematic mapping of 9 articles regarding mathematical
attitude were grouped based on the following categories: research focus, research method,
type of paper, and publication trends.
The results of a systematic mapping study show that from 9 scientific articles, it
was found that publications related to mathematical attitude experienced an increase
starting in 2015 with a peak in 2020 (33.3%), then decreased in 2022 only (11.1%). The
figure shows the trend of the country of origin of publications regarding mathematical
attitude, which dominates China and Turkey (22.2%), followed by the Czech Republic,
Iran, Italy, Saudi Arabia, Slovenia, South Korea, Spain, and Tunisia.
6 Jufrida (2019 Student's Indo- This study aims Attitude Quantitative Evaluation
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DISCUSSION
Systematic mapping study (SMS)provides an overview of mathematical attitude.
Researchers from academics and practitioners can use this research as initial research.
This systematic mapping used 51 research articles from the Scopus database. After
mapping using the guidelines in Table 1, we found nine pieces. Next, the author
developed a classification scheme that categorises articles based on reference, title,
country, year of research, research focus, type of research, and research methods.
Regarding research focus, we conclude that research on mathematical attitudes mainly
researches Social Science (53.8%), while for research methods, most use quantitative
methods, nine articles. There are several limitations in this systematic mapping process,
including journal searches only sourced from 1 scientific database, namely Scopus, so it
can only cover some existing journal and conference databases. Apart from that, we only
took the categories of articles in English, international journals, and research papers and
did not include books and magazines.
CONCLUSION
Research related to mathematical attitudes is currently experiencing an increase,
marked by the emergence of indicators of mathematical attitudes. Mathematical attitude
is an integral part of mathematics learning because it has a direct relationship and
influence with mathematical ability and achievement. This research maps the existing
Mathematical Attitude literature by searching for articles from the Scopus database. This
was done to provide a general overview of existing literature on Mathematical Attitudes
for further research so that it is easy to find the state-of-art of Mathematical Attitudes.
This research applies the SMS method to determine the focus of what has been studied in
this research area. From the results of 9 research articles that have been mapped
systematically, classify research articles based on the research method approach with the
topics discussed, namely: Mathematical Attitudes with the following research focus:
mathematics education; attitude; students; self-concept, attitudes towards mathematics;
gender differences; mathematical performance. The results of this research can guide in
helping researchers plan future research by finding research gaps.
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