Abstract

The link between positive attitude and mathematics performance is already medically established; with this, it is right to say that the teaching efforts should now be on how to foster a positive attitude among mathematics learners. A systematic review of researches published from year 2014-2022 that supports the need to foster positive attitudes in learning mathematics were examined. The highlights of why there is a need to foster positive attitudes among mathematics learners in a vastly evolving society steered by so much technological development are tackled. The need to foster a positive attitude among learners should be the new trend in mathematics teaching and learning to cement teachers' status as irreplaceable in the face of the latest technological advancements.

1. Introduction

It is undeniable that mathematics is a vital subject to learn for life, as it is the foundation of everything in society right now. Moreover, learners learning and understanding mathematics would produce an army of problem solvers in the future; hence, to make learners acquire the needed mathematical skills is to ensure their high achievement. Many research efforts were made to ensure this goal would be achieved, such as research focused on curriculum influence on student learning, the institutional system of mathematics teacher education and improving teacher knowledge, and pedagogical approaches in mathematics education ¹. Less was focused on how to foster a positive attitude towards learning as research on the trends of mathematics education research (2017-2021) are on studies related to mathematics teachers and teacher education, equity-culture-gender studies, and studies on mathematical problem posing, problem-solving, modeling, STEM, and STEAM education ². With this, it is about time that the focus of mathematics education research be on how to foster a positive attitude towards learning mathematics, on the premise that the connection between positive attitude and mathematics achievement is now medically supported and established ³. To further justify this, research on the relationship between positive attitudes and mathematics achievement, teachers and positive attitudes, teacher training in the Philippines, and students' attitudes toward learning math within the years 2014 to 2022 were systematically examined. This literature review focuses only on the problem of teaching and learning mathematics. It will roughly explain and answer the research question: why there is a need to foster a positive attitude toward learning mathematics among learners in the Philippines.

2. Positive Attitude and Mathematics Achievement

It was declared by the Standford University of Medicine in 2018 ³ that, for the first time, they had identified the brain pathway that links a positive attitude toward math to achievement in the subject. It was briefly stated that scientists conducted the study on elementary school students and that results showed that having a positive attitude about math was 'connected to better function of the hippocampus,' noting that the hippocampus is an important memory center in the brain while solving arithmetic problems ³, ⁴. Various researchers discussed how far positive attitudes towards learning mathematics have brought mathematics achievement among students to height ⁵, ⁶; this includes how positive attitude was associated with increased engagement of the hippocampal learning-memory system; and the hippocampal activity and more frequent use of efficient memory-based strategies mediated the relationship between positive attitude and higher math achievement ⁷; positive emotions while learning mathematics is said to contribute towards balancing the role the affective states in mathematics learning ⁸ and that students enjoyment and attitude in learning mathematics significantly predicted their performance ⁹, ¹⁰. It is also reported that students showed positive attitudes towards mathematics and performed well. With this, performance in the subject can be improved by developing a positive attitude towards it ¹¹.

With remarkable scientific discoveries, more than just mastering mathematics concepts, the principle to which mathematics teachers' training should be anchored is on how to develop a positive attitude among learners toward the subject. It is said that the efficiency and effectiveness of the learning experience are dependent on the quality of the teacher, and thus, enhancing the teacher's quality is an essential step to improving student learning outcomes ¹² and part of enhancing quality is enabling the teachers to develop the ability to foster a positive attitude among learners. According to reference ¹³, students' attitudes and behaviors are predicted by teaching practices, and the most proximal of these measures include teachers' emotional support and classroom organization. Their teaching practices are products of their beliefs in math, such as teachers' belief that "not everyone can be good at math and that teaching mathematics is not explainable by the teachers" ¹⁴. Hence, the teacher's attitude also contributes to the students' negative attitude towards the subject. Not just this, but it was also noted that even with those teachers who are effective at improving test scores, they often are not as effective at improving students' attitudes and behavior ¹⁵; hence, in the long run, their improved test scores might not be sustained and become less positive towards learning the subject, or worse, become negative as the students move forward to higher levels of education ¹⁰. In a study on reciprocal relations between enjoyment, boredom, and achievement over time, it was concluded that reciprocal effects are already present in the first two years of formal schooling, meaning that in the first two years of learners' formal education, achievement, and attitudes are feeding off one another and producing a cycle ¹⁶. If the enjoyment is high and the boredom is low, the achievement is high, and vice versa. That is, to improve both math performance and attitudes and set children on a long-lasting, positive trajectory in math, the goal is to foster this culture of positive attitudes towards mathematics learning among them. Teachers should help learners build their confidence in learning the subject ¹⁷.

The Philippines is among the lowest-performing Asian countries in mathematics based on PISA results, and there has been no significant change ever since. This is, of course, because of the many underlying factors that lead Filipino learners to be among the lowest achievers. The results of various studies about how positive attitudes elevate mathematics achievement ³, ⁵, ⁶, ⁷, ⁸, ⁹, ¹⁰, ¹¹ are more than enough evidence to focus efforts on training teachers and developing materials for students that would lead them to develop a positive attitude towards mathematics. But 'how do we foster a positive attitude?' is quite a tricky question. Nowadays, Teachers in the Philippines are trained under the curriculum, which includes mastering the contents and concepts of mathematics, the methods, strategies, and techniques to be employed to teach concepts better, and the psychology of learners ¹⁸, ¹⁹. The standards are encapsulated in the four main thematic capacities identified, which are mastery of the subject matter to be taught, demonstration of a range of communication skills and epistemological knowledge, engaging curriculum, pedagogy, and assessment with the evolving teaching and learning contexts, and establishing a positive attitude towards continuous and progressive professional development ¹⁸. In these four thematic capacities identified, it is implied that in engaging curriculum, pedagogy, and assessment with evolving teaching and learning context, training for fostering a positive attitude towards learning math is embedded in training future teachers how to teach a particular subject matter. With this, somehow, the students' attitudes about learning mathematics are overlooked. Teachers were not explicitly trained on how to foster a positive attitude among learners. With its profound deemed impact on achievement, not even a course dedicated to it can be found in the curriculum to highlight its significance in training teachers ¹⁸, ¹⁹. Though it could be said that it is already embedded among professional education subjects, there is little to no emphasis on it, and pre-service and in-service teachers alike might not have been trained about it.

Many teaching methodologies and techniques in teaching mathematics were discovered and utilized constantly to improve mathematics learning and achievement. However, the Philippines still needs to catch up in terms of international standards ²⁰. Filipino students do not appreciate how relevant mathematics is in their lives with the usual expression, "We won't be using x to buy fish though," or "It is alright, not everyone can be good at math" ²¹. Notes by ²² state that most students spend less time studying nowadays. A statement like mathematics is a highly complicated subject and is only for the highly intelligent ²³ is not new, as this is common among the majority of students. Even the students whom the government aided through the 4Ps (Pantawid Pampamilyang Pilipino Program) show significantly low performance in mathematics, are not eager to come to class, and are always absent ¹⁷. It is alarming that pre-service teachers trained to become elementary teachers in the Philippines often view mathematics as the most challenging subject, are scared of math problems, and are almost always ready to give up when they cannot solve the problems ²⁴. In a case study on perceived causes of students poor mathematics performance, students negative attitude are rooted on many factors like ineffective math curriculum and primary school teachers lacking the potential and competence to teach mathematics ²⁸.With teachers having these attitudes, what could be of the students that learn under their guidance?

Not everyone can learn on their own ²⁵. Despite the availability of the apps, sites, and readily made videos (e.g. Photomath, Gauthmath, Youtube, and many others) that could potentially replace the teacher in teaching math, their role in students' learning will become more and more different compared to the roles of the teachers from the previous decades ²⁶. Making teaching as effective as possible is the key to being irreplaceable in making students succeed ¹³. The presence of all these technologically advanced materials is almost a threat to the role played by the teachers, given the students' frequent virtual presence and increased screen time. It is predicted that in the next ten years, we will live in a competitive society where teachers must possess an ability that cannot be replaced by any available technology ²⁷. As artificial intelligence (AI) is the most advanced technological tool marketed, teachers are expected to be able to do more on human capabilities than machines ²⁶, and that is where fostering positive attitudes toward learning would come in.

3. Conclusion

Discovering and developing new methods, techniques, and strategies will be much more meaningful if they are anchored on fostering and developing positive attitudes toward learning math. Increasing performance and academic achievement is anything but temporary. The true goal of teaching is to establish a culture of confidence among learners that everything can be learned and that there is nothing to fear or be anxious about learning mathematics. Teachers do not teach math for students to get high scores during exams but rather to teach them the necessary skills for life, and high scores will follow. The need to foster a positive attitude among learners should be the new trend in mathematics teaching and learning to cement teachers' status as irreplaceable in the face of the latest technological advancements.

Acknowledgments

This article is generated for a research under the scholarship of the Department of Science and Technology-Science Education Institute- Project STRAND. Professional and technical assistance was from the research experts of USTP-CSTE graduate school.

References