In this work, I retrace the emergence of interest in the construct of attitude within mathematics education research and my own personal research contribution on this topic. I will therefore address the theoretical and practical motivations (related to teaching practice) that have led various scholars to highlight the need to consider affective factors and, more specifically, attitude, in order to interpret phenomena and difficulties in the teaching–learning process of mathematics. I will then go on to outline my research trajectory concerning attitudes toward mathematics, leading to the theoretical model developed and its applications for both research and teaching practice.
Attitudes toward mathematics: from general research perspectives to my theoretical model
pietro di martino
2026-01-01
Abstract
In this work, I retrace the emergence of interest in the construct of attitude within mathematics education research and my own personal research contribution on this topic. I will therefore address the theoretical and practical motivations (related to teaching practice) that have led various scholars to highlight the need to consider affective factors and, more specifically, attitude, in order to interpret phenomena and difficulties in the teaching–learning process of mathematics. I will then go on to outline my research trajectory concerning attitudes toward mathematics, leading to the theoretical model developed and its applications for both research and teaching practice.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
