Article info

Keywords

Abstract

The present study aimed at identifying approaches to learning mathematics among students, and the impact of mathematical self-concept on them, and their relation to achievement in mathematics. Two scales were developed and used for the purpose of this study: The Scale of Approaches to Learning Mathematics, consisting of 24 items, and distributed over 3 subscales: Deep Approach, Strategic Approach, and Surface Approach, and Mathematical Self-concept Scale, comprising 20 items. The sample of this study consisted of 582 male and female, eighth- and tenth- grade students in Amman-Jordan. Approaches to Learning Mathematics for students, were shown consequently as following: Strategic Approach, Deep Approach, Surface Approach. The results of the study showed a positive statistically significant relationship between the level of high achievement in mathematics and the strategic approach to learning mathematics, and a negative statistically significant relationship between the level of high achievement in mathematics and the surface approach to learning mathematics. The relationships between the level of low achievement in mathematics and the either approach to learning mathematics were not statistically significant. The results also showed an effect of mathematical self-concept for students on their approaches to learning mathematics. A number of recommendations were provided in the light of these findings.