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Mobilizing a set of different definitions concerning attitudes presented since 1935, Eshun defines an attitude towards mathematics as “a disposition towards an aspect of mathematics that has been acquired by an individual through his or her beliefs and experiences but which could be changed.” When emphasizing the importance of individual experiences, the contexts where students interact with others and with mathematics become important focal points. Among student variables, attitudes are regarded by several researchers, as an important/key factor to be taken into account when attempting to understand and explain variability in student performance in maths. The complexity of factors that can influence math performance is demonstrated by Singh, Granville, and Dika when they show that high achievement in mathematics is a function of many interrelated variables related to students, families, and schools. This will help to make possible strategies for future action in schools, families, and communities, in order to bring about an improvement in the failure rate in math.
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These results give impetus to the development of further research that seeks to characterize and understand different variables which may influence student performance. In mathematics, results showed that whilst there was an improvement in mathematics performance by Portuguese students from 2003 to 2009, in 2009, on a scale of six levels, Portugal still has in the region of 25% of their students at level 2 or below. Comparative international evaluations revealed that Portuguese students did not perform as well as expected, and that they underachieved in mathematics and languages when compared to students from other countries in the OECD. In Portugal, recent guidelines, set by the Ministry of Education regarding Mathematics and Portuguese Language curricula, tasks, evaluation, and workload, reflect this concern as these subjects are cross-curricular and are used in daily life. Proficiency in languages, science, and mathematics is seen as an essential precursor to success in modern society. A hierarchical analysis using structural equation modeling showed that motivation-related variables are the main predictors of attitudes towards mathematics and that teachers and the social support of peers are also highly significant in understanding these attitudes.
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No gender effect was identified although the girls showed a continuous decline in attitudes the further they progressed in school. The results revealed that, in general, students held positive attitudes towards mathematics and also highlighted the main effects of grade and math achievement on these attitudes. One section of the questionnaire-“In my Math Class”-also assesses student perceptions of teacher and peer support as well as student attitudes. The study utilizes an adaptation of the “Intrinsic Motivation Inventory” assessing main determinants of intrinsic motivation. Participants consisted of 1719 Portuguese students, from fifth-to-twelfth grade. This paper aims to understand how certain different but interrelated variables such as background, motivation, and social support could lead to an explanation of student attitudes towards math and to an understanding of the defining characteristics of these attitudes in the school environment.