Attitude Towards Mathematics: A Literature Review

• Juan David Firigua Bejarano University of Cundinamarca, Colombia https://orcid.org/0000-0002-8734-5559
• Mirta Yuley Porras Lugo University of Cundinamarca, Colombia https://orcid.org/0009-0007-5944-5329
• David Steven Herrera León University of Cundinamarca, Colombia https://orcid.org/0009-0009-6781-0546
• Mónica Yulieth Firigua Bejarano University of Cundinamarca, Colombia https://orcid.org/0009-0008-4277-1926

DOI: https://doi.org/10.5281/zenodo.20126489

Keywords: Mathematics, Educational psychology, Student attitudes, Teaching methods

Abstract

Students' attitudes toward mathematics are a key factor in their academic performance and willingness to learn, making them a central focus in mathematics education research. This article presents a systematic literature review using specialized databases to identify the main categories that shape attitudes toward mathematics and the factors influencing their development. The findings reveal that negative attitudes are associated with anxiety, low academic performance, and lack of interest, all of which hinder the learning process. To assess these attitudes, Likert-type scales are the most commonly used instruments, often supplemented by alternative tools for a more comprehensive analysis. As a result of the study, a model based on graph theory is developed to represent the interaction between the various factors affecting mathematical attitudes. The study concludes that attitude plays a crucial role in mathematics teaching and learning, highlighting the need to create and implement educational environments that foster positive attitudes. Designing suitable learning spaces and applying innovative pedagogical strategies are essential to mitigating the negative effects of anxiety and math aversion, ultimately promoting a more favorable relationship between students and mathematics.

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