Teachers' Perspectives of Fifth Grade Students' Attitudes Toward Mathematics and Mathematics Achievement

Mathematics educators constantly search for new strategies to maximize students' performance in mathematics. Despite implementation of new strategies, low performance in mathematics at the elementary level continues to concern educators. The conceptual framework of this case study focused on constructivist, behaviorist, and sociocultural theories that postulate that knowledge is constructed by learners as they become actively engaged in their learning. The research questions of this study were designed to examine teachers' perspectives of 5th grade students' attitudes toward mathematics and whether students' attitudes influence performance. Qualitative data were obtained from 6 teachers through in depth interviews, field notes, and observations. Typological analysis of the teachers' responses was conducted, and a coding framework was designed to code categories, themes, and patterns. Teachers perceived a variety of qualities to influence fifth grade students' attitudes toward mathematics, including the teachers' own attitudes toward mathematics, their efficacy as teachers, their ability to integrate technology into the curriculum, and their skills in connecting mathematics with the real world. Teachers also believed that students' attitudes toward mathematics influenced student performance when teachers implemented cooperative learning that encouraged critical thinking. Recommendations for improvement include curriculum reformation, improved teaching strategies and resources, and increased professional development to improve teachers' mathematics efficacy. These activities could contribute to positive social change by promoting students' positive attitudes toward mathematics, thus maximizing their overall success in mathematics.