Skip to main content
Log in

DEVELOPMENT AND APPLICATION OF A CHINESE VERSION OF THE SHORT ATTITUDES TOWARD MATHEMATICS INVENTORY

  • Published:
International Journal of Science and Mathematics Education Aims and scope Submit manuscript

Abstract

Student attitudes toward mathematics play an important role in the teaching and learning processes of mathematics as positive attitudes correlate with higher student achievement. This paper aims to develop and explore the validity of a Chinese version of the short attitudes toward mathematics inventory (short ATMI) for Taiwanese undergraduates, and further to examine the measurement invariance across gender. The results suggest that, based on the Taiwanese sample, the model with some items excluded has better fit indices than the original model. The generalization of the four-factor construct was also confirmed. The Cronbach’s alpha for total and subscales of the modified short ATMI were satisfactory, and moreover, convergent and discriminant validity were shown. Finally, measurement invariance of the inventory across gender was also demonstrated. This study suggests that the Chinese version of the short ATMI is a reliable, valid, and compact instrument that quickly and efficiently measures student attitudes toward mathematics.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Subscribe and save

Springer+ Basic
EUR 32.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or Ebook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Similar content being viewed by others

References

  • Adediwura, A. A. (2011). The development and confirmatory factor analysis of a scale for the measurement of gifted students attitude towards mathematics. World Journal of Education, 1(1), 52–62.

    Article  Google Scholar 

  • Afari, E. (2013). Examining the factorial validity of the attitudes towards mathematics inventory (ATMI) in the United Arab Emirates: Confirmatory factor analysis. International Review of Contemporary Learning Research, 2(1), 15–29.

    Article  Google Scholar 

  • Bentler, P. M. (1995). EQS structural equation program manual. Los Angeles, CA: BMDP Statistical Software.

    Google Scholar 

  • Cheung, G. W. & Rensvold, R. B. (2002). Evaluating goodness-of-fit indexes for testing measurement invariance. Structural Equation Modeling, 9, 233–255.

    Article  Google Scholar 

  • Clarke, D. (2013). The validity-comparability compromise in crosscultural studies in mathematics education. Hyväksytty julkaisuun Proceedings of the 8th CERME conference. Antalya, Turkey: ERME.

  • Daskalogianni, K. & Simpson, A. (2000). Towards a definition of attitude: The relationship between the affective and the cognitive in pre-university students. In T. Nakahara & M. Koyama (Eds.), Proceedings of the 24th Conference of the International Group for the Psychology of Mathematics Education, 3 (pp. 217–224).

  • Di Martino, P. & Zan, R. (2010). ‘Me and maths’: Towards a definition of attitude grounded on students’ narratives. Journal of Mathematics Teachers Education, 13(1), 27–48.

    Article  Google Scholar 

  • Duda, G. & Garrett, K. (2008). Blogging in the physics classroom: A research-based approach to shaping students’ attitudes toward physics. American Journal of Physics, 76(11), 1054–1065.

    Article  Google Scholar 

  • Eshun, B. (2004). Sex-differences in attitude of students towards mathematics in secondary schools. Mathematics Connection, 4, 1–13.

    Google Scholar 

  • Farooq, M. & Shah, S. (2008). Students’ attitude towards mathematics. Pakistan Economic and Social Review, 46(1), 75–83.

    Google Scholar 

  • Fennema, E. & Sherman, J. (1976). Fennema-Sherman mathematics attitudes scales: Instrument designed to measure attitudes toward mathematics, toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, 7, 324–326.

    Article  Google Scholar 

  • Frenzel, A. C., Pekrun, R. & Goetz, T. (2007). Girls and mathematics-A “hopeless” issue? A control-value approach to gender differences in emotions towards mathematics. European Journal of Psychology of Education, 22(4), 497–514.

    Article  Google Scholar 

  • Ganotice, F. (2010). A confirmatory factor analysis of scores on Inventory of School Motivation, Sense of Self Scale, and Facilitating Conditions Questionnaire: A study using Philippine sample. The Educational Measurement and Evaluation Review, 1, 59–77.

    Google Scholar 

  • Gasiorowski, J. H. (1998). The relationship between student characteristics and mathematics achievement. Morgantown, West Virginia: Doctoral Dissertation.

    Google Scholar 

  • Hair, J. F., Black, W. C., Babin, B. J. & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Upper Saddle River, NJ: Pearson Educational, Inc.

    Google Scholar 

  • Hemmings, B., Grootenboer, P. & Kay, R. (2011). Predicting mathematics achievement: The influence of prior achievement and attitudes. International Journal of Science and Mathematics Education, 9(3), 691–705.

    Article  Google Scholar 

  • Hu, L. & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1–55.

    Article  Google Scholar 

  • Hung, H. C., Shieh, V. & Lo, H. W. (2013). A study on gender-stereotypes and mathematics-related professional development: An example to the female engineering majors in science and technology university. Journal of Pingtung University of Education, 40, 77–104.

    Google Scholar 

  • Joreskog, K. & Sorbom, D. (1996). LISREL 8: User’s reference guide. Chicago, IL: Scientific software International.

    Google Scholar 

  • Kind, P., Jones, K. & Barmby, P. (2007). Developing attitudes towards science measures. International Journal of Science Education, 29(7), 871–893.

    Article  Google Scholar 

  • Kline, R. B. (2010). Principles and practice of structural equation modeling (3rd ed.). New York: Guilford Press.

    Google Scholar 

  • Kruglansky, A. (2007). Social psychology: Handbook of basic principles (2nd ed.). New York: Guilford Press.

    Google Scholar 

  • Leung, F. K. S. (2006). Mathematics Education in East Asia and the West: Does Culture Matter? New ICMI Study Series, 9, 21–46.

    Article  Google Scholar 

  • Liau, A. K., Kassim, M. & Loke, M. L. T. (2007). Reliability and validity of a Malay Translation of the Fennema-Sherman Mathematics Attitudes Scales. The Mathematics Educator, 10(2), 71–84.

    Google Scholar 

  • Lim, S. Y. & Chapman, E. (2013). Development of a short form of the attitudes toward mathematics inventory. Educational Studies in Mathematics, 82(1), 145–16.

    Article  Google Scholar 

  • Ma, X. & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26–47.

    Article  Google Scholar 

  • Mata, M. L., Monteiro, V. & Peixoto, F. (2012). Attitudes towards mathematics: Effects of individual, motivational, and social support factors. Child Development Research. doi:10.1155/2012/876028.

    Google Scholar 

  • Meece, J. L., Glienke, B. B. & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351–373.

    Article  Google Scholar 

  • Milfont, T. L. & Fischer, R. (2010). Testing measurement invariance across groups: Applications in cross cultural research. International Journal of Psychological Research, 3(1), 111–121.

    Google Scholar 

  • Mohamed, L. & Waheed, H. (2011). Secondary students’ attitude towards mathematics in a selected school of Maldives. International Journal of Humanities and Social Science, 1(15), 277–281.

    Google Scholar 

  • Mulhern, F. & Rae, G. (1998). Development of a shortened form of the Fennema-Sherman Mathematics Attitudes Scales. Educational and Psychological Measurement, 58, 295–306.

    Article  Google Scholar 

  • Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., Gregory, K. D., Garden, R. A., O’Connor, K. M., Chrostowski, S. J. & Smith, T. A. (2000). TIMSS 1999 International Mathematics Report. Boston: International Study Center, Lynch School of Education, Boston College.

    Google Scholar 

  • Nunnally, J. C. & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.

    Google Scholar 

  • Organisation for Economic Co-operation and Development (OECD). (2004). Learning for tomorrow’s world: First results from PISA 2003. Paris: OECD Publication.

    Google Scholar 

  • Pierce, R., Stacey, K. & Barkatsas, A. N. (2007). A scale for monitoring students’ attitudes to learning mathematics with technology. Computers and Education, 48(2), 285–300.

    Article  Google Scholar 

  • Piht, S. & Eisenchmidt, E. (2008). Pupils’ attitudes toward mathematics: Comparative research between Estonian and Finnish practice schools. Problems of Education in the 21st Century, 9, 97–106.

    Google Scholar 

  • Spencer, S. J., Steele, C. M. & Quinn, D. M. (1999). Stereotype threat and women’s math performance. Journal of Experimental Social Psychology, 35, 4–28.

    Article  Google Scholar 

  • Sumpter, L. (2013). Themes and interplay of beliefs in mathematical reasoning. International Journal of Science and Mathematics Education, 11(5), 1115–1135.

    Article  Google Scholar 

  • Tanaka, J. S. (1993). Multifaceted conceptions of fit in structural equation models. In K. A. Bollen & J. S. Long (Eds.), Testing structural equation models. Newbury Park: Sage Publications.

    Google Scholar 

  • Tapia, M. & Marsh, G. E., II. (2004). An instrument to measure mathematics attitudes. Academic Exchange Quarterly, 8(2), 16–21.

    Google Scholar 

  • Tapia, M. & Marsh, G. E., II. (2005). Attitudes toward mathematics inventory redux. Academic Exchange Quarterly, 9(3), 272–275.

    Google Scholar 

  • Tuohilampi, L., Hannula, M. S., Giaconi, V., Laine, A. & Näveri, L. (2013). Comparing the structures of 3rd graders’ mathematics-related affect in Chile and Finland. Hyväksytty julkaisuun Proceedings of the 8th CERME conference. Antalya, Turkey: ERME.

  • White, A. L., Way, J., Perry, B. & Southwell, B. (2005). Mathematical attitudes, beliefs and achievement in primary pre-service mathematics teacher education. Mathematics Teacher Education and Development, 7, 35–52.

    Google Scholar 

  • Wong, N. Y., Wong, W. Y. & Wong, E. W. Y. (2012). What do the Chinese value in (mathematics) education? ZDM–The International Journal on Mathematics Education, 44(1), 9–19.

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

Authors

Corresponding author

Correspondence to Yun-Chen Huang.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Lin, SH., Huang, YC. DEVELOPMENT AND APPLICATION OF A CHINESE VERSION OF THE SHORT ATTITUDES TOWARD MATHEMATICS INVENTORY. Int J of Sci and Math Educ 14, 193–216 (2016). https://doi.org/10.1007/s10763-014-9563-8

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10763-014-9563-8

Key words

Navigation