The focus of this research was to compare students’ and their parents’ mathematical attitudes using the Attitudes Towards Mathematics Instrument (ATMI). The sample consisted of 476 newly-enrolled students and 263 parents attending the New Student Orientation and Leadership program at a private historically black university. The sample was predominantly African American, with 96% of the students and 95% of the parents identifying themselves as African American. The ATMI total score and subscale scores of self-confidence, value, enjoyment, and motivation were explored to determine if there was a relationship between the mathematics attitudes of students enrolled at a private historically black university and their parents’. Analysis was conducted to determine if there was a relationship between the students’ mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their mathematics attitude. Additional analysis was conducted to determine if there was a relationship between students’ mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents’ mathematics attitude. The researcher found a statistically significant relationship between mathematics attitudes of students and their mothers as measured by the ATMI total score and subscales: self-confidence, value, enjoyment, and motivation. The researcher found a statistically significant relationship between mathematics attitudes of students and their fathers as measured by the ATMI motivation subscale. No statistically significant relationship was found between students’ mathematics academic achievement as demonstrated on the ACT/SAT by the mathematics subset score and their parents’ iv mathematics attitude total score or the subscale scores. A statistically significant relationship between students’ academic achievement and their attitudes towards mathematics total score and subscale scores: self-confidence, value, enjoyment, and motivation was found in this research. The findings of this study provide a line of research to further explore mathematics attitudes and its relationship to African American student achievement.

This dissertation aims to understand the female Saudi mathematics teachers' formative assessment practices after coming back to in-person instruction and the impact of such practices on female student attitudes toward learning mathematics. The study was conducted in two middle schools located in the North and South districts of a large city in Saudi Arabia, using a sequential mixed study design methodology . The study's sample included 4 female mathematics teachers and 104 8th grade mathematics female students. For the qualitative research design, I conducted four interviews and used the NVivo program to thematically analyze my results. Additionally, I used AssessToday observational protocol to conduct 12 observations (three per teacher) and triangulated to analyze the data, including my filled notes, lessons audio recordings, and photos. For my quantitative design, I administered the Attitudes Towards Mathematics Inventory (ATMI) Scale to 104 8th-grade mathematics female students in a pre- and post-survey and I performed a confirmatory factor analysis (CFA) to assess the internal structure of my data. Overall, the study revealed that despite teachers' claims of practicing formative activities, their actual practices may not reflect it. The study confirmed the literature that using AssessToday is applicable regardless of the location, culture, language, and education system. The study contributes to short-cycle formative assessment literature by showing a positive and linear relationship (although not statistically significant) between teacher's use of formative assessment and students' attitudes toward learning mathematics.