Children’s positive attitude towards mathematics fades during the early school years
Children’s interest in, and competence perceptions of, mathematics are generally quite positive as they begin school, but turn less positive during the first three years. Changes in interest and self-concept are also associated with each other. In other words, if a child’s interest fades, so does their competence perception, and vice versa. This is shown by a recent study from Finland exploring the development of children’s motivation for mathematics during the early school years, and how that development is associated with their mathematics competence. The researchers followed nearly
