High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy

Jair J. Aguilar

doi:10.29333/iejme/11294

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Jair J. Aguilar ¹ ^*

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¹ The University of Texas RGV, TX, USA^* Corresponding Author

Abstract

The study presented here depicts the reasons for high school students to have a negative attitude toward mathematics. The students were asked to rate mathematics in comparison to other subjects like history, physics, or computer science. In addition, they were asked about their attitude, beliefs, and motivations toward mathematics. To this end a convergent parallel mixed-method approach was implemented using a questionnaire that combines open-ended, closed-ended (e.g., forced ranking scale, or multiple and single responses), and liker-scale items. One of the main reasons for student’s reluctancy toward mathematics is their lack of understanding and self-perception of low content knowledge, which let them to have a negative perception. Students stated that their negative perception was not new, but instead something they knew since elementary.

Keywords

high-school
belief
perception
teacher’s motivation

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2021, Volume 16, Issue 3, Article No: em0658

https://doi.org/10.29333/iejme/11294

Publication date: 21 Oct 2021

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Article Downloads: 2906

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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APA

Aguilar, J. J. (2021). High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy. International Electronic Journal of Mathematics Education, 16(3), em0658. https://doi.org/10.29333/iejme/11294

Vancouver

Aguilar JJ. High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy. INT ELECT J MATH ED. 2021;16(3):em0658. https://doi.org/10.29333/iejme/11294

AMA

Aguilar JJ. High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy. INT ELECT J MATH ED. 2021;16(3), em0658. https://doi.org/10.29333/iejme/11294

Chicago

Aguilar, Jair J.. "High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy". International Electronic Journal of Mathematics Education 2021 16 no. 3 (2021): em0658. https://doi.org/10.29333/iejme/11294

Harvard

Aguilar, J. J. (2021). High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy. International Electronic Journal of Mathematics Education, 16(3), em0658. https://doi.org/10.29333/iejme/11294

MLA

Aguilar, Jair J. "High School Students’ Reasons for disliking Mathematics: The Intersection Between Teacher’s Role and Student’s Emotions, Belief and Self-efficacy". International Electronic Journal of Mathematics Education, vol. 16, no. 3, 2021, em0658. https://doi.org/10.29333/iejme/11294