Relationships between attitudes and performance in young children's mathematics
Relationships between attitudes and performance in young children's mathematics
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DOI：
10.1007/s10649-019-9880-5
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发表时间：
2019-03-01
影响因子：
3.2
通讯作者：
Mark, Winifred
中科院分区：
文献类型：
--
作者：
Dowker, Ann;Cheriton, Olivia;Mark, Winifred
大多数关于儿童对数学的态度的研究都是针对二年级或更高年级的儿童，并表明态度会随着年龄的增长而恶化，焦虑会增加。本研究调查了67名英国儿童和49名中国儿童一年级末的数学态度。参与者被给予托马斯和Dowker（2000年）的数学态度问卷，其中使用图形评级量表来评估小学儿童的数学焦虑，喜欢数学，数学表现不佳的不快乐，以及数学自我评价。他们还接受了英国能力量表基本数字技能测试。态度普遍是积极的，虽然并不比以前发现的年龄较大的小学生。中国儿童在算术测试中表现更好，对自己的评价也高于英国儿童，但在其他态度上没有差异。在英语组中，数学的自我评价和对糟糕表现的不快乐与更好的表现有关。中国组的态度和绩效之间没有显著的关系。研究结果的影响进行了讨论。
Most studies of children's attitudes to mathematics have dealt with children in second grade or later, and have suggested that attitudes deteriorate, and anxiety increases with age. The present study investigated attitudes to mathematics in 67 English and 49 Chinese children at the end of their first year of school. The participants were given Thomas and Dowker's (2000) Mathematics Attitude Questionnaire, which uses pictorial rating scales to assess primary school children's mathematics anxiety, liking for mathematics, unhappiness at poor performance in mathematics, and self-rating in mathematics. They were also given the British Abilities Scales Basic Number Skills test. Attitudes were generally positive, though not more so than previously found for older primary school children. The Chinese children performed better in the arithmetic test and also rated themselves higher than the English children, but did not differ in other attitudes. Self-rating in mathematics and lack of unhappiness at poor performance were associated with better performance in the English group. There were no significant relationships between attitudes and performance in the Chinese group. Implications of the findings are discussed.