Primary school students’ attitudes towards maths instruction

Hascher, Tina; Reindl, Sabine (2015). Primary school students’ attitudes towards maths instruction. Zeitschrift für Bildungsforschung, 5(2), pp. 177-196. Springer VS-Verlag 10.1007/s35834-014-0120-x

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Although attitudes and emotions towards school play a crucial role for students’ learning, empirical research on the perspective of primary school children is scarce. More specifically, there is a lack of domain specific approaches, i.e. studies that analyse children’s attitudes towards a specific subject. In our study, we tried to track the attitudes towards maths instruction of N = 165 Austrian primary school children of the grades 1–4 in the course of one school year until the start of the following school year (four measurement points). The children were asked to reveal their favourite and mostly disliked subjects and to evaluate maths instruction on a questionnaire. Comparisons with the subject ‘art education’ were used as a reference to better understand the results with respect to maths instruction. Moreover, attitudes towards maths instruction were related to achievement in school (maths grades and a maths test). The results indicate the predominance of a positive attitude towards maths instruction at the beginning of the school year, but they also illustrate that this attitude is crumbling in the course of the school year, independently of children’s sex and maths achievement.

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