Akogu Abbai David
Niger State College of Education, Minna
THE STUDY OF THE FACTORS INFLUENCING STUDENTS ATTITUDES TOWARDS LEARNING MATHEMATICS IN THE JUNIOR SECONDARY SCHOOL (A CASE STUDY OF BWARI AREA COUNCIL, FCT ABUJA) CHAPTER ONE
This chapter provides more information on the background to the study. Definition of terms and concepts used will be explained as well as the motivation for the study. Finally, an overview of the research methodology to be used in the present study is explained. From home to the work place, mathematics tools have b+6ecome a part of our day-to-day life. In many circle of computer literacy, technological and mathematical competences are perceived as essential skills. Thus, schools have responded to this need for mathematical competence by enhancing their course offering in mathematics. Also, as mathematics become part of daily life, the need for proper teaching and learning has become extremely essential. Because of this increase in needs, demands have also been placed in schools to educated students and make them "mathematically equipped". However, prior to educating students, efforts must be made or committed to preparing teachers who can together educational possibilities of using practical knowledge and concrete materials in the classroom. This is important because as House(1988) argues, "futurist tell us that the twenty first century world will be characterized above all else, by exponential growth an ever accelerating change, by society built on information technology and mathematical tool…by connectedness within the world community, and a myriad of new realities and new problems only vaguely imagined today. The children we educate for life in that world will need new coping skills if they are to live as productive citizens". (p. 634). Furthermore, learning mathematics concepts is necessary and should be required for all students. Nevertheless, accelerated changes of the last decades in technology have brought discipline, curriculum and philosophical changes. There has always been interest an interest in the development of positive students' attitudes towards mathematics. The objective of any mathematics curriculum includes fostering favourable feelings towards mathematics as well as importing cognitive knowledge. While Bolaji (1996) has provided an overview of many aspects of attitudes towards mathematics including a review of instrumentation, it is still unclear how the school environment affects the development of students' attitudes mathematics. The purpose of this research was to assess the perception of Junior Secondary School Students towards school influence on their attitudes towards mathematics. That is, to what extent do students believe the school influences their attitudes towards mathematics i.e. whether they like or dislike Mathematics. Additionally, attitudes are not only feeling, that help prevent access, but also place a limit on students learning. If a person does not like mathematics, he/she may feel anxious when expected to utilize this. Such a person is unlikely to want to learn and obtain skills or participate in assignments that require the use of mathematical knowledge. On the other hand, students who exhibit positive attitudes toward a subject are more likely to actively engage during and after instruction. When students dislike mathematics, his attitudes are reflected in actions resulting in limited engagement with mathematics. So in a sense the attitudes affect subsequent actions. It is acknowledged in the present study that there are many other factors that influence students' attitudes towards mathematics. Moreover, the aim of this present study is to gain a deeper understanding of the way in which factors such as classroom environment, teachers, students' attitudes, parents, gender differences, and students'...