Chapter II

Literature Review
There have been many studies concerning math anxiety,

motivation, and attitude toward mathematics. All of these may play a

role in achievement and whether or not a student likes mathematics.

One of the most important reasons for nurturing a positive attitude in

math is that it may increase one’s tendency to elect mathematics

courses in high school and college and possibly to elect careers in a

math related field (Haladnya 1983). Through reviewing the literature

several important possibilities were revealed.

One variable that plays a very important role in attitude is the

teacher. When classrooms are well organized and well managed the

students perceive the teacher as effective and class work as easy.

Teacher effectiveness seems to be consistently related with a

positive attitude toward mathematics (Haladnya 1983). But effective

teaching alone may not change the attitude of the students toward

mathematics. The affective climate of the classroom is an important

factor to consider. One study found “ a positive affective climate that

promoted risk-taking was positively associated with students’

mastery orientation, help-seeking, and positive emotions associated

with learning fractions” (Stipek 1998 p. 483). While another found

“students’ feeling of relatedness to their teachers were strong

predictors of their cognitive, behavioral, and emotional engagement

in classroom activities” (Stipek 1998 p. 483).

Jaime Escalante, the real-life hero of the

film Stand and Deliver, insists he must teach his
students for three years if they are to succeed in
AP calculus. He conscientiously builds relations of
care and trust with each student. He shows
steady concern for the integral development of
his students – how are they doing in English, how
their home lives are going, what jobs and sports
they participate in. This attitude and the effort
that accompanies it are part of teaching
mathematics. As we build such relations, our
students learn to trust us. When the work is not
as exciting as we’d like it to be or when they
have those low moments (as we all do), students
will often persist for their teacher. “Okay, if you
say so.” “I’ll do it- just for you.” (Davis 1990)

Stipek (1998) found that when teachers focused on effort,

learning and understanding rather than performance, students

experienced more positive emotions and enjoyment in mathematics.

As these studies have shown, teachers play a very important role in

students’ attitude toward mathematics.