Attitudes toward mathematics in students of administration-related fields: An exploratory study in professional training context

Abstract

This study shows the attitudes of students from administration-related programs at a professional institute in Punta Arenas, Chile, toward mathematics and how these attitudes relate to their learning experiences in the subject. Through a sample of 92 students, it was observed that they generally have a positive attitude towards mathematics, though there is high variability in their responses, with a group showing negative attitudes. The students perceive a high utility in mathematics but also report moderate levels of anxiety, confidence, and motivation. A principal component analysis (PCA) identified three groups with different attitudes, ranging from those with higher anxiety and low confidence to those with a more positive perception. It was also found that students who perceive greater utility in mathematics tend to feel more enjoyment and confidence, although reducing anxiety does not necessarily improve these dimensions. The study highlights the importance for teachers to adjust their teaching strategies to address the diversity of attitudes, suggesting the creation of student-centered learning environments and the use of practical applications to improve attitudes toward mathematics and academic performance.