The purpose of this study was to determine: * what the influence of attitude is on the mathematical achievement of the standerd 8 pupil, * which factors contribute mainly to the attitude of the standard 8 pupil towards mathematics. The literature study defined the concept "attitude" as widely as possible. The relationship between attitude and academic achievement was discussed and special reference was given to mathematics achievement. In the literature study factors which can influence mathematical achievement were also discussed. Special reference was given to: * cognitive and non-cognitive factors, * factors referring to the parents, * factors referring to the school situation, * the influence of the peer group and friends, * other factors which can be related to achievement in mathematics. An empirical investigation was undertaken by means of a self developed attitude scale to determine to which extent attitude towards mathematics can influence achievement in this subject. I.Q. counts and percentages were available from report cards. The most important findings from this study were that attitude influences mathematical achievement to a large extent. Further findings proved that attitudes towards mathematics are influenced largely by the student's previous mathematical achievements, as well as the gender group to which the learner belongs. These findings underline the important role of the teacher, as well as the supportive role of the parents in creating a positive attitude towards Mathematics. The achievement of the learner can be improved by motivation and support. This will result in a more positive attitude towards mathematics and will consequently widen the career choices of the learner. / Thesis (MEd (Voorligting))--PU vir CHO, 1996

The purpose of this study was to determine: * what the influence of attitude is on the mathematical achievement of the standerd 8 pupil, * which factors contribute mainly to the attitude of the standard 8 pupil towards mathematics. The literature study defined the concept "attitude" as widely as possible. The relationship between attitude and academic achievement was discussed and special reference was given to mathematics achievement. In the literature study factors which can influence mathematical achievement were also discussed. Special reference was given to: * cognitive and non-cognitive factors, * factors referring to the parents, * factors referring to the school situation, * the influence of the peer group and friends, * other factors which can be related to achievement in mathematics. An empirical investigation was undertaken by means of a self developed attitude scale to determine to which extent attitude towards mathematics can influence achievement in this subject. I.Q. counts and percentages were available from report cards. The most important findings from this study were that attitude influences mathematical achievement to a large extent. Further findings proved that attitudes towards mathematics are influenced largely by the student's previous mathematical achievements, as well as the gender group to which the learner belongs. These findings underline the important role of the teacher, as well as the supportive role of the parents in creating a positive attitude towards Mathematics. The achievement of the learner can be improved by motivation and support. This will result in a more positive attitude towards mathematics and will consequently widen the career choices of the learner. / Thesis (MEd (Voorligting))--PU vir CHO, 1996