Description of the early mathematics attitude scale (ESAMAT)

Article Sidebar

PDF (Español (España))
Published: Aug 13, 2019
DOI: https://doi.org/10.17060/ijodaep.2019.n1.v3.1472
Keywords:
attitudes mathematics preschool assessment ESAMAT

Main Article Content

Belén Román Alegre
Universidad de Cádiz
Carlos Mera Cantillo
Universidad de Cádiz
Estíbaliz Aragón Mendízabal
Universidad de Cádiz
Cándido Delgado
Universidad de Cádiz

Abstract

Within what is known as the affective domain, attitudes towards mathematics have received strong interest over the last decades. Several studies point out that attitudes are a key factor in understanding and explaining the of high students’ variability results in mathematics. However, currently there are few instrument available for math attitudes assessment in Spanish They are mostly targeted to colleges, high school, and primary school students. Few assessment tools are available for Early Childhood Education. This study aims to outline the design and development of an Early Mathematics Attitudes Scale (ESAMAT). The different phases for the instrument design are described. Likewise, the dimensions included within the general concept of attitudes are also exposed, such as: math enjoyment, perceived difficulty, math importance or usefulness, math self-concept and curiosity towards math. The early finding of a negative predisposition to mathematics can be very significant to reduce the risk of academic failure in mathematic.

Downloads

Download data is not yet available.

Article Details

How to Cite
Román Alegre, B., Mera Cantillo, C., Aragón Mendízabal, E., & Delgado, C. (2019). Description of the early mathematics attitude scale (ESAMAT). International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 213–220. https://doi.org/10.17060/ijodaep.2019.n1.v3.1472
Issue
Vol. 3 No. 1 (2019): Educational Psychology and Primary Knowledge
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Akin, A., y Kurbanoglu, N. (2011). The relationships between math anxiety, math attitude and selfefficacy: A structural equation model. Studia Psychologica, 53(3), 263-273.

Cerda, G., Pérez, C., Navarro, J. I., Aguilar, M., Casas, J. A., y Aragón, E. (2015). Explanatory model of emotional-cognitive variables in school mathematics performance: a longitudinal study in primary school. Frontiers in Psychology, 6:1363.

Chambers, C. T. y Johnston, C. (2002). Developmental Differences in Children’s Use of Rating Scales. Journal of Pediatric Psychology, 27(1), 27–36.

Dutton, W. H., y Blum, M. P. (1968). The measurement of attitudes toward arithmetic with a Likerttype test. Elementary School Journal, 68, 259-264.

Flores L., W., O. y Auzmendi E., E. (2015). Análisis de la estructura factorial de una escala de actitud hacia las matemáticas. Aula de Encuentro, 17(1), 45-77.

Ganley, C. M., & Vasilyeva, M. (2011). Sex differences in the relation between math performance, spatial skills, and attitudes. Journal of Applied Developmental Psychology, 32(4), 235-242.

Gil, N., Blanco, L., y Guerrero, E. (2005). El dominio afectivo en el aprendizaje de las Matemáticas. Una revisión de sus descriptores básicos. UNION. Revista Iberoamericana de Educación matemática, 2, 15-32.

Gómez-Chacón, I. M. (2009). Actitudes matemáticas: propuestas para la transición del bachillerato a la universidad. Educación Matemática, 21(3), 5-32.

Gómez-Motilla, C., y Ruiz-Gallardo, J. R. (2016). El rincón de la ciencia y la actitud hacia las ciencias en educación infantil. Revista Eureka Sobre Enseñanza y Divulgación De Las Ciencias, 13(3), 643-666.

González-Betanzos, F., Leenen, I., Lira-Mandujano, J., y Vega-Valero, Z. (2012). The Effect of the Number of Answer Choices on the Psychometric Properties of Stress Measurement in an Instrument Applied to Children. Evaluar, 12, 43-59.

Gottfried, A.D. (1990). Academic Intrinsic Motivation in Young Elementary School Children. Journal of Educational Psychology, 82(3), 525-538.

Harter, S. y Pike, R. (1984). The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Child Development, 55, (6), 1969-1982.

Harter, S. (2012). Manual for Self-Perception Profile for Children, Denver, CO: University of Denver. Middleton, A. J., y Spanias, A. P. (1999). Motivation for achievement in mathematics: Findings, generalizations and criticisms of the research. Journal for Research in Mathematics Education, 30(1), 65-88.

Miñano, P., y Castejón, J. L. (2011). Variables cognitivas y motivacionales en el rendimiento académico en Lengua y Matemáticas: un modelo estructural. Revista de Psicodidáctica, 16(2), 203-230.

Morales, P. (2006). Medición de las actitudes en Psicología y Educación. Construcción de cuestionarios y problemas metodológicos (3ª Ed.). Madrid: Universidad Pontificia Comillas Ortega Ediciones.

Navarro, J. I., Aguilar, M., Marchena, E., Ruiz, G., Menacho, I. & Van Luit, H. (2012). Longitudinal study of low and high achievers in early mathematics. British Journal of Educational Psychology, 82, 28-41.

Orosco, M. J. (2016). Measuring Elementary Student’s Mathematics Motivation: A Validity Study. International Journal of Science and Mathematics Education, 14, 945–958.

Palacios, A., Arias, V., y Arias, B. (2014). Las actitudes hacia las matemáticas: construcción y validación de un instrumento para su medida. Revista de Psicodidáctica, 19(1), 67-91.

Reynolds-Keefer, L. y Johnson, R. (2011). Is a picture is worth a thousand words? Creating effective questionnaires with pictures. Practical Assessment, Research & Evaluation, 16(8).

Wilkins, J. L. M. y Ma, X. (2003). Modeling Change in Student Attitude Toward and Beliefs About Mathematics, The Journal of Educational Research, 97(1), 52-63.