Attitude and achievement in mathematics : a Maltese study of first year secondary students

Abstract

The usefulness of mathematical knowledge in today' s sociely is well documented. Access to power is nowadays determined to a large extent by success in mathematics. Fennema (1980) and Jacobs (1983) both speak of mathematics as the 'critical filter' which determines entry into most of the higher paying careers and professions, and Steinkamp et al. (1985, p.259) view mathematics as 'a pivotal discipline related to a broad range of occupational choices' . Mathematics avoiders are cut off from full participation in society (Morris, 1981), and Larcher (1989) suggests that failure in mathematics not only leads to failure in school but also to a life-long feeling of intellectual inferiority. However, in spite of the fact that mathematics occupies one of the highest positions on educational agendas all over the world, many students the world over are underachieving in mathematics examinations (Shan & Bailey, 1991). This anomaly has long baffled mathematics educators convinced as they are that the number of persons who can understand and enjoy mathematics by far exceeds the number of those who do so at present.