Learning math became a challenge for most of the students.

Lack of motivation or
learning difficulty causes many students to say “I am not good at math” before they even try
to solve math problems. This general problem is considered a matter of attitudes towards
mathematics rather than the lack of skills (Colomeischi & Colomeischi, 2015). Bausela
(2018) also indicated that a large number of schoolchildren experience difficulties in
mathematics.
Students’ attitudes toward mathematics are formed through their various experiences with
mathematics (Davadas & Lay, 2017; Goldin et al., 2016).As accumulated experiences with a
certain object and subject influence students’ psychological state, they develop a positive or
negative attitude toward such experiences. Moreover, students tend to behave and think in a
certain way that matches their attitude. For example, students with a positive attitude toward
mathematics tend to like mathematics, view it as a valuable subject and have confidence in
engaging in the subject (Mullis et al., 2020).Some previous studies have found that students’
attitude toward mathematics positively impacts their mathematics achievement (e.g., (Chen et
al., 2018; Dowker et al., 2019; Kiwanuka et al., 2020)). For example, Ma and Kishor (1997)
conducted a meta-analysis of 113 studies and found a positive and statistically significant
association between them. In a recent study conducted with 67 English and 49 Chinese
students, Dowker et al. (2019) found that attitude toward mathematics accounted for 26% of
the variance in mathematics achievement. Likewise, Kiwanuka et al. (2020) examined 4,244
seventh-grade Ugandan students’ attitudes toward mathematics using three indicators (LM,
VM, and CM) and observed a statistically positive association with their mathematics
achievement. The lack of congruence in the findings of previous studies regarding the
relationship between students’ attitudes toward mathematics and mathematics achievement,
has necessitated additional research in this area. Previous studies have suggested the use of a
person-centered approach to identify profiles in students’ attitudes toward mathematics
(Berger et al., 2020). The focus of person-centered approaches is on the categorization of
individuals into distinct groups according to their responses to several variables (Parker et al.,
2021). Thus, the person-centered approach helps researchers more accurately understand the
characteristics of a group of students, which might differ from other groups of students.
Additionally, person-centered approaches can simultaneously examine the multi-construct of
a non-cognitive element using advanced statistical methods, such as LPA (Estévez,
Rodríguez-Llorente, Piñeiro, González-Suárez, & Valle, 2021).Ayuman-Valdez and Guiab
(2015) concluded that the Grade VI pupil–respondents have a positive attitude towards Math
and pupils see it as interesting and contributory to their development in terms of the subject.
Villanueva (2009) had similar findings, though he used high school respondents, which he
also concluded that most students have a positive attitude towards the subject and a clear
indication of lesser fear of their Math subject. Dela Cruz (2018) also revealed that students
have a positive attitude and beliefs towards the subject. Attitude towards mathematics is a
crucial factor that was examined by many researchers (e.g., Brezavšček et al., 2020; Elçi,
2017; Mazana et al., 2019).Ampadu (2012) in a study indicated that the influence of students’
perceptions towards mathematics showed that the teacher’s method of teaching mathematics
and his personality greatly accounted for the students’ positive or negative perception towards
mathematics. Ampadu also stressed that students’ beliefs and perceptions have the potential to
either facilitate or inhibit learning.
Hagan et al. (2020) concluded that students have positive perception towards mathematics
when they used 297 students selected via stratified sampling with questionnaire as the main
instruments for collecting data in Ghana. Similarly, Daud et al. (2020) purpose was to
examine students’ perceptions in learning mathematics and how these perceptions contributed
to problems in comprehending mathematics among some selected Malaysian Secondary
Schoolstudents. Theirstudy results showed that there was a positive perception towards
Mathematics, and a statistically significant relationship between students’ perceptions
towards mathematics and their mathematics grade using APOS Theory
http://www.scielo.edu.uy/pdf/cp/v15n1/en_1688-4221-cp-15-01-
e2170.pdf?fbclid=IwAR20IaCStuhd4Nj_MwTqEtSN6irpiMaB6e4aTZQM-
ZalwuBUkZOtJNKpCZU
https://files.eric.ed.gov/fulltext/EJ1313916.pdf?fbclid=IwAR10Kum8-
nCziuBl2TcW-xJrd0mxkfs9iHkFxxYSy1KGEVBBAPOSVVRlexE

https://www.ssoar.info/ssoar/bitstream/handle/document/77748/ssoar-
puissant-2022-naungayan-
Attitude_towards_Mathematics_and_Mathematics.pdf
https://www.mjosbr.com/download/exploring-the-relationship-between-
students-perception-interest-and-mathematics-achievement-11491.pdf