1.

Introduction
Mathematics attainment in secondary school could be attributed to a complex and dynamic
interaction between cognitive and attitudinal factors (Volet, 1997). The previous chapters attempted
to look at two cognitive factors that may affect mathematics achievement, working memory
capacity and field dependency. The following chapter will deal with the attitudinal factors that affect
mathematics achievement in junior secondary school (age 12- 15 in Kuwait Education System).
These attitudinal factors have emerged recently as salient variables affecting success and
persistence in mathematics (Singh et.al, 2002). Unfortunately, many students are seeing
mathematics as an abstract, complicated and difficult subject (Sharples, 1969; APU, 1980, 1981,
1982; Carpenter et.al, 1981; Dossey et.al, 1988). These negative attitudes towards mathematics may
inhibit the learning process. Thus, a wider perspective and serious investigation of variables affecting
achievement in mathematics in middle grades is needed because in these years students are
thinking and negotiating tracks for their future. Before looking at students’ attitudes towards
mathematics, we need to look at ‘attitude’ in general. Thus, this chapter provides an overview of
what attitudes are, why they are important, how attitudes can be measured. The area of attitude
development in science education is also discussed in that there has been considerable research
effort in this field. Also, the literature surrounding attitudes towards mathematics are approached
within this chapter.