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ATTITUDE TOWARD MATHEMATICS: OVERCOMING THE POSITIVE/NEGATIVE DICHOTOMY
13 references·9 citing·37 second hop
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References

  • 1968The Discovery of Grounded Theory: Strategies for Qualitative Research.46,361 cited
  • 2017The Discovery of Grounded Theory25,772 cited
  • 1969The Handbook of Social Psychology12,518 cited
  • 1992Teachers' Beliefs and Educational Research: Cleaning up a Messy Construct8,982 cited
  • 1991Acts of meaning8,149 cited
  • 1992Handbook of research on mathematics teaching and learning6,121 cited
  • 2006Research on Affect in Mathematics Education: A Reconceptualization1,218 cited
  • 1967Strategies for Qualitative Research973 cited
  • 2002Beliefs: A Hidden Variable in Mathematics Education?768 cited
  • 1997Assessing the Relationship between Attitude toward Mathematics and Achievement in Mathematics: A Meta-Analysis713 cited
  • 1999Motivation for Achievement in Mathematics: Findings, Generalizations, and Criticisms of the Research518 cited
  • 2002Attitude towards mathematics: emotions, expectations and values401 cited
  • 1989Describing the Affective Domain: Saying What We Mean203 cited

Cited by

  • 2020Mathematics anxiety among STEM and social sciences students: the roles of mathematics self-efficacy, and deep and surface approach to learning158 cited
  • 2014

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The Construct of Attitude in Mathematics Education
77 cited
  • 2015Why High School Students Feel Mathematics Difficult? An Exploration of Affective Beliefs76 cited
  • 2013Improving college students’ attitudes toward mathematics67 cited
  • 2022A systematic review of secondary students’ attitudes towards mathematics and its relations with mathematics achievement62 cited
  • 2013Images, Anxieties, and Attitudes toward Mathematics56 cited
  • 2012Eighth Grade Students' Attitude, Anxiety, and Achievement Pertaining to Mathematics Lessons55 cited
  • 2020“I just don't like digital-only banks, and you should not use them either”: Traditional-bank customers' opposition to using digital-only banks39 cited
  • 2018The Global Conference on Education and Research: Volume 24 cited