Abstract:

The proposed study is to build an attitude measuring scale to measure attitude toward mathematics. The inquiry provides the baseline for understanding the reasons leading students to drop out of high school and others not to take math classes at university. However, an attitude scale is a complex undertaking and demands detailed research and comparative studies on theoretical constructs that define attitude, a working definition and comprehensive understanding of attitude in psychology and its connection with measuring attitude toward mathematics. Thus, different literature crystallizes attitude in cognitive psychology as psychological function, which constitutes affect toward social objects driven by goals, plans, cognitive responses, belief, and attraction toward an action. However, other literature takes the definition of attitude further by defining attitude toward mathematics as the psychological response in the domain of enjoying the subject, the belief that one is good or bad in mathematics, and the affect with emotional disposition toward mathematics, with varied definitions. In addition, the rationale for building an attitude measuring scale draws on the impact of the scale on measuring attitude toward mathematics for teachers, students, and stakeholders to progressively monitor earlier positive or negative attitude changes toward mathematics and make interventions by taking corrective actions. 

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