Today’s Mathematics Attitude of Adolescents
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mathematics attitude##common.commaListSeparator## adolescents##common.commaListSeparator## mathematics anxiety##common.commaListSeparator## secondary education##common.commaListSeparator## learning behaviour##article.abstract##
Students’ attitudes toward mathematics play a vital role in shaping their academic engagement, achievement levels, and future participation in mathematics-related studies and careers. In the contemporary educational context—marked by rapid technological advancement, heightened examination competition, and changing instructional approaches—adolescents’ views of mathematics are continuously evolving. The present study investigates the prevailing mathematics attitude among adolescents, focusing on cognitive, affective, and behavioural components. A descriptive survey method was employed, with data collected from 300 secondary school students aged 13–16 years drawn from urban and semi-urban institutions. A standardized Mathematics Attitude Scale was administered to evaluate students’ interest, confidence, anxiety, perceived usefulness, and learning behaviour in mathematics. The results reveal that while a substantial number of adolescents recognize the importance of mathematics for academic and career success, many display moderate or negative attitudes characterized by fear, low confidence, and avoidance tendencies. Variations in attitude were identified across gender and grade levels, with positive attitudes declining progressively in higher grades. The findings highlight the need to address emotional and motivational aspects of mathematics learning and advocate for learner-centred pedagogy, encouraging classroom climates, and structured attitude-enhancement initiatives to promote positive mathematical dispositions among adolescents.
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