ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
933
ATTITUDE TO MATHEMATICS IN PRIMARY SCHOOL STUDENT
Kakharovna.A.M
https://doi.org/10.5281/zenodo.10057389
Abstract.
Most of the study of attitudes towards mathematics involved older children and
adults. Checking the early development of attitudes towards mathematics is of particular
importance in order to understand the relationship between them and real indicators and, if
possible, to prevent the development of a strong negative attitude.
Key words:
Intelligence, development, intuition, perception, attitude.
ОТНОШЕНИЕ К МАТЕМАТИКЕ У МЛАДШЕГО ШКОЛЬНИКА
Аннотация.
В исследовании отношения к математике большую часть времени
занимались дети старшего возраста и взрослые. Проверка раннего развития отношений к
математике имеет особое значение для понимания связи между ними и реальными
показателями и, по возможности, предотвращения развития резкого отрицательного
отношения.
Ключевые слова:
Интеллект, развитие, интуиция, восприятие, мироощущение.
Mathematics is necessary for children to have the knowledge and skills necessary for
their daily lives, teaching them how to solve a problem, acquiring ways of thinking and
preparing them for the future. The prejudices that arise in relation to mathematics affect the
imagination of students regarding this course. Students' low enthusiasm for mathematics and
high anxiety are one of the most important problems. This study was conducted with third
and fourth graders of elementary schools in the Istanbul region to check their mathematical
motivation and concerns. He came to the conclusion that students 'motivation for mathematics
is at a medium level, and mathematics concerns are very low, there is no difference in gender.
The mathematics motivation of fourth graders was higher than that of third graders.
Classroom teachers can be advised to prepare an environment in which students can
introduce an interesting worldof mathematics.Mathematics depends not only on cognitive
abilities, but also on emotional factors and attitudes. Several studies have shown that
emotional factors can play a major role in mathematical performance, with mathematics
anxiety playing a particularly large role. One possible reason for the negative link between
mathematical anxiety and real performance is that people with high levels of mathematical
anxiety are more likely to avoid activities and situations that involve mathematics, and
therefore have less practice. Mathematical anxiety can also directly affect performance by
overloading working memory.
For example, people who are very concerned about mathematics have much
lower working memory capacity than people with lower levels of mathematical anxiety when
performing math-related tasks. The relationship between mathematical anxiety and performance
can also be in a different direction. Low mathematical ability can lead to math anxiety as a
result of repeated failure experiments. Indeed, anxiety and performancecan be a vicious circle
that negatively affects each other. The development of math anxiety can also be associated
with social factors, such as exposure to teachers who themselves suffer from math
anxiety, as well as pre-existing difficulties in digital cognition. Initial mathematical difficulties
ISSN:
2181-3906
2023
International scientific journal
«MODERN SCIENCE АND RESEARCH»
VOLUME 2 / ISSUE 10 / UIF:8.2 / MODERNSCIENCE.UZ
934
can also be more vulnerable to negative social influences. Most of the study of attitudes towards
mathematics involved older children and adults.
Checking the early development of attitudes towards mathematics isof particular
importance in order to understand the relationship between them and real indicators and, if
possible, to prevent the development of a strong negative attitude. A relatively small number
of studies that have studied the attitude of younger children to mathematics have generally
shown a positive attitude, with most children claiming to love mathematics.However, studies
show that relationships can get worse with age, especially during high school,but also in the
primary age group. This showed an increased concern for mathematics, as well as an
increased interest in mathematics during the later primary school years.Many studies carried
out between high school students and adults are consistent in showing real performance in
mathematics, with a positive and negative association with mathematical anxiety, with the
liking of mathematics and a high self-esteem in mathematics. This is the case not only
for advanced mathematics, but also for basic magnitude comparison skills.
The study of therelationship between attitudes and performance in mathematics
in younger children did not lead to the same accurate results as in older children. Thus, the
relationship between relationship and performance can be more pronounced in the following
initial years. This study is aimed at studying the relationship between success in mathematics,
math anxiety, unhappiness from poor performance, liking mathematics, and self-assessment in
elementary (grade 3; Age 7-8) and later primary (grade 5) children. From 9 to 10 years old).Based
on previous studies that have used a similar method , the mathematics will be related to the
liking of mathematics and self-assessment of the ability in the subject, but not to anxiety.
In addition, especially, although mathematics anxiety is a major area of research, not all
attitudes towards mathematics are negative and some people express a strong liking for
mathematics.
This seems to be especially true of mathematically gifted people, but is not limited to
them. Anotherobjective was to study the changes between the 3rd grade and the 5th grade.
It has been suggested that older children may have a more negative attitude. We also aimed to
consider that the relationships between different variables can vary between Class 3 and
Class 5. Although any such analysis should be approximate due to the reduction in numbers,
the relationship between the effectiveness of mathematics and other relationship
variables was predictable. and it may not be particularly noticeable in the 3rd grade between
indicators in mathematics and self-assessment, but it may be significant in the 5th grade.
Mathematics focuses on the consideration of gender differences in efficiency and relationships.
Many current studies show that women do not work lower in mathematics than men, but they
value themselves lower and worry more The study aims to check whether such gender
differences are already present in young children.
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