Attitudes and Mathematics

mathematical thought. Abstract mathematical thought is measured by the 80-item Iowa Algebra Aptitude Test (IAAT) (Greene & Sabers, 1967). Abstract mathematical thought (AMT), the first of two cognitive domains being examined, is defined for this study as the ability to manipulate abstract symbols mentally and to translate them into concrete or other abstract phenomena. The IAAT contains items not normally studied in seventh and eighth grades in these countries. It is not a test of computational ability. Spatial relations. 'Spatial relations', the second mathematically-related cognitive domain examined, is measured by the 60-item Psychological Corporation Differential Aptitude Test-Spatial Relations (Bennett et al., 1982). 'Spatial relations' (SR-DAT), as used in this study, is the ability to observe a phenomenon in two dimensions and to translate the observation mentally and rotate it in three or more dimensions. The instrument used to measure this ability contains items which can be associated with visualising geometric figures and vectors. FS-MAS. The FS-MAS are used to measure mathematics-related attitudes. Five of the 9 mathematical attitude scales are included for discussion: confidence, extrinsic motivation, 'mathematics as a male domain', usefulness, and intrinsic motivation (see above). Each scale This content downloaded from 157.55.39.177 on Sat, 19 Nov 2016 04:23:26 UTC All use subject to http://about.jstor.org/terms Attitudes and Mathematics 141 contains 6 positively and 6 negatively worded items. A Likert-type scale with 5 responseoptions ranging from 'strongly agree' 'to 'strongly disagree' is used to measure each item. In developing the means, a score range of -10 to +10 is used. For example, a response of 'strongly agree' on a positively worded item would receive a mark of +10 and 'strongly agree' on a negatively worded item would receive 10. A response of 'strongly disagree' on a positively worded item would receive -10, and +10 on a negatively worded item. The scores for the twelve items on each scale are summed to give a mean scale score. Using positive and negative values for item responses identifies domain tendencies for the means. For instance, a negative-confidence mean indicates that a person or group tends to feel a lack of mathematical confidence, and a positive mean indicates a tendency towards mathematical confidence. It should be noted that Fennema and Sherman (1976) score the 'mathematics as a male domain' scale inversely to its construct. As the 'mathematics as a male domain' score increases, the greater the belief that mathematics is a gender-neutral subject.