A STUDY ON SUFFICIENCY OF MATHEMATICAL ATTITUDE IN DEVELOPMENT OF SOCIAL MATURITY ON SCHOOL STUDENTS AND HENCE DETERMINING RESPONSIBILITY OF A MATHEMATICS TEACHER
Dr. Vivek Naithani, T.G.T Maths Kendriya Vidyalaya, Jagdalpur

1. INTRODUCTION:
Growth and development whether it is physical, mental, emotional, social or any other form is always desired by any living thing in this universe. Everyone in this world aspires for development. Maturity is a mile stone in the never ending journey of development and is most desired and most appreciated by every individual. In human society maturity is directly related to height of responsibility that is expected by every individual for the smooth functioning of the roles assigned by the society and to maintain conducive social environment in the society. Maturity is desired in all aspects and responsibility in the social behavior is actually social maturity. It is most important and desired trait in the human society since ages. Its value is increasing rapidly in the society these days as the youth of these days is highly prone to social exposure through social networking sites, smart phones and high speed internet. In this condition it becomes very necessary that our youth must be moving rapidly towards social maturity. Adolescence is the age of stress and storms and hence physical, mental and emotional stresses bring an individual under such a stress that he/ she can exhibit a socially inacceptable behavior. Social maturity is a measure of personal, inter-personal and social adequacy and traits like self direction, communication skills, ability to take stress and tolerance along with openness to change. 
There are a number of factors that affect social maturity among adolescents. Some of them are family background, some chronic diseases, lack of proper education, etc. Education is an effective tool for social change and due to this reason everyone wants to be educated. Education is a strong tool that can definitely bring social maturity among individuals. For this purpose our curriculum is enriched with a number of academic and non academic activities which act as an interface between the child and social conditions which s/he has to face in future life. All the activities included in the curriculum serve as a facilitator in developing one or many social, emotional, intellectual, etc traits desired to lead a balanced social life by an individual. 
Mathematics is an integral part of school curriculum in India and many other countries. It is considered as a core subject up to secondary level of schooling and its study is given a high weightage. The most probable reason for this special consideration is due to its versatility and ability of transfer of training. The competence gain in its study is widely used in all spheres of human life (Mensah, J; et.al. 2013). Mathematics play a key role in shaping how individuals deal with the various spheres of private, social and civil life (Anthony and Walshaw, 2009). Mathematics is a multi dimensional science that affects all the mental faculties on an individual. As many other sciences, mathematics has also emerged from social needs and from practical usages. However, at an early stage it was also associated with the intellectual needs felt by mathematicians to connect the mathematical aspects with logical frameworks or proof structures. Looking at mathematics means paying attention to the logic of mathematical proofs, but also to the methods used to discover certain truths. Hence, it includes as well focusing on the qualities and development of thought processes of mathematicians and the language applied (Baron, 1972).
In this paper I am trying to investigate the effect of mathematical attitude on the growth of social maturity of an individual and hence find whether development of mathematical attitude alone by a mathematics teacher a sufficient step to facilitate the development of social maturity among students or there should be some more to be done within the classroom and outside in the teaching of mathematics to help the growth of social maturity among upcoming generations. 
2. LITERATURE REVIEW:
2.1 Marja Liisa Malmivvuori (2001) in “long term effects of acceleration on the social emotional adjustment of mathematically precocious youths” studied the dynamic interplay of affect and cognition in school mathematics learning. The study produced a systematic analysis and rich theoretical description of the functioning of affect and cognition in socio-culturally and contextually conditioned mathematics learning situations. The essential dynamic in personal mathematics learning processes and experiences was illustrated by making an essential difference between promotive and debilitative self-states behind self-regulated and self directed mathematics learning processes. These perspectives have turned into the understanding of mathematics as a useful and even necessary tool for dealing with and predicting other phenomena within societies.

2.2 G. Anthony et.al. (2009) in “Characteristics of Effective Teaching of Mathematics: A View from the West” claim that effective mathematics pedagogy: 
1) acknowledges that all students, irrespective of age, can develop positive mathematical identities and become powerful mathematical learners. 
2) is based on interpersonal respect and sensitivity and is responsive to the multiplicity of cultural heritages, thinking processes, and realities found in everyday classrooms. 
3) is focused on optimizing a range of desirable academic outcomes that include conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. 
4) is committed to enhancing a range of social outcomes within the mathematics classroom that will contribute to the holistic development of students for productive citizenship. 

2.3 Sabreena Mushtaq et.al (2016) in “Effect of social maturity and self-concept on academic achievement of secondary school students of district Budgam (J&K)” found that there is a positive relationship between self-concept and academic achievement of secondary students. It was also found that better social maturity possesses higher academic achievement and higher the self-concept possesses better academic achievement. A positive correlation was found between social maturity and academic achievement.

2.4 Anusha Punia (2016) in “adolescent’s social maturity – a comparative analysis” made a comparative study of social maturity with various factors like age, education, caste, etc. A positive correlation was found between social maturity and education of college students.

2.5 Linda, E.B. et.al (1986) in “Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning” has described that perceptions of self-esteem, locus of control, popularity, depression (or unhappiness), and discipline problems as indices of social and emotional adjustment were investigated in highly verbally or mathematically talented adolescents. Compared to a group of students who are much less gifted, the highly gifted students perceive themselves as less popular, but no differences were found in self-esteem, depression, or the incidence of discipline problems. The gifted students reported greater internal locus of control. Comparisons between the highly mathematically talented students and the highly verbally talented students suggested that the students in the latter group perceive themselves as less popular. Within both the gifted and comparison groups, there were also slight indications that higher verbal ability may be related to some social and emotional problems.
2.6 Eric Gustein (2003) in “teaching and learning mathematics for social justice in an urban Latino School” has declared that social justice pedagogy broadens the concept of equity work in mathematics classrooms and help to promote a more just society.
2.7 Nathlie A. Badian, et.al. (1983) in “the personal- social characteristics of children with poor mathematical computation skills” has inferred that children with a disability in mathematical computation may be at risk for impulsive and possibly anti social behavior.
2.8 Ursula Hoadley (2007) in “the reproduction of social class inequalities through mathematics pedagogies in South African primary schools” concludes that structuring of social relations relates to the structuring of knowledge and what the implications of this are in terms of how children of different social class positions are socialized into school ways of or the school code. Equity debate in mathematics education and schooling is addressed generally by showing how inequalities are reproduced through pedagogy. The focus in the work relates to broader the debates on the relation between everyday knowledge and school knowledge in mathematics.
3. RESEARCH HYPOTHESIS:
The hypothesis on which the research is being done is that the development of mathematical attitude effects insignificantly on the development of social maturity. Some specific steps must be taken other than merely developing mathematical attitude among students in order to make them socially mature.

4. RESEARCH DESIGN:
The research was conducted in three phases taking a time of one whole academic session. The description of these phases is as:
4.1 PHASE ONE: 
Stage I: This stage comprised of 50 students of Kendriya Vidyalaya, Jagdalpur were selected by random sampling. It composed of students from classes IX, X and XI. This was conducted in July 2018.
Stage II: In this stage the tools were administered to the sample. Mathematics Attitude scale (MAS-SPJM) and Social Maturity Scale (SMS-RN) were the tools selected for the study.
Stage III: In this stage the tests were evaluated and results were observed. 

4.2 PHASE TWO:
In this phase a process of development of mathematical attitude among students in the classroom was undertaken. Help of other mathematics teachers in the school was taken to undertake the steps that may help to develop mathematical attitude among students. Also the selected students were given guidance sessions about value and importance of mathematics. 
4.3 PHASE THREE:
This phase started after about eight months of monitoring phase. The selected students were again administered the same tools in July 2019. The tests were evaluated and results were compared with the previous results.  
5. TOOLS USED:  
5.1 Mathematics Attitude Scale (MAS-SPJM): The Mathematics Attitude Scale by Dr. Paramvir Singh and Dr.M.L. Jaidka has been used to measure the level of attitude towards Mathematics. The five dimensions of attitude which it interprets are confidence, anxiety, value, enjoyment and motivation. The details of reliability, validity and interpretation norms of the scale are given in appendix.
5.2 Social Maturity Scale (SMS-RN): The social maturity scale by Dr. Nalini Rao has been used to measure the level of social maturity. The three dimensions of social maturity and its components viz. Personal Adequacy – work orientation, self direction and ability to take stress; Inter personal adequacy – communication, enlightened trust, cooperation; Social adequacy – social commitment, social tolerance, openness to change were interpreted in this test. The details of reliability, validity and interpretation norms of the scale are given in appendix.
6. STATISTICAL TECHNIQUES:
(a) MEAN
The sum of all the observations divided by the total number of observations is called mean.

(b) STANDARD DEVIATION (S.D.)
Standard deviation is the square root of the mean of the squared deviation of observations from the mean.
 
(c) Co-efficient of Correlation
 Coefficient of correlation r is to examine the relationship of one variable to another. The Karl Pearson’s coefficient of correlation is expressed as:

(d) t- test: 
t test is used to examine the significance of the difference between means of two variables. It is the ratio between the difference between two groups and the difference within the groups.

7. DATA INTERPRETATION:
7.1 Showing mean and standard deviation of mathematical attitude and social maturity.
S.No.
Variable
Mean
Standard Deviation

Year
2018
2019
2018
2019
1
Mathematical Attitude
275.42
284.10
36.11
34.08
2
Social Maturity
216.38
229.14
78.75
20.44



7.2 Showing Karl Pearson’s co-efficient of correlation between mathematical attitude and social maturity.
S.No.
Variable
No. of Students
Co –efficient of correlation (?)
Result



2018
2019

1
Mathematical Attitude
50

0.31

0.24
Weak positive in both years
2
Social Maturity
50




7.3 Showing t- value between mathematical attitude and social maturity.
S.No.
Variable
No. of Students
t- value
Result



2018
2019

1
Mathematical Attitude
50

10.42

9.80
Extremely statistically significant in both years.
2

Social Maturity

50




8. RESULT AND CONCLUSION:
Looking into the outcomes of the research conducted for approximately one academic year we come across the inference that there is a significant difference in the means of mathematical attitude and social maturity. The correlation is also weak but positive in nature. The value of ? = +0.31in 2018 and +0.24 in 2019 shows that there is a very little effect of increasing mathematical attitude in elevation of social maturity and mathematical attitude is a small stakeholder in the process of development of social maturity. Although it can clearly be seen that with increase in mathematical attitude there has been an increase in social maturity but this increase is very slow.
The above results increase the duty of mathematics teacher in the classroom as s/he has to take many more measures in the classroom to exploit the social implications of mathematics in order to make students more socially mature. Some proposed new responsibilities for a mathematics teacher are as:
1. Special stress must be given on highlighting the logic hidden in each mathematical theorem and formula in order to develop the reasoning power of students so that rational thinking power could be developed.
2. More and more group activities must be promoted in the class room in order to improve the inter-personal adequacy of students. The feeling of co-operation and competition among the students can be easily developed among students in the mathematics class.
3. More and more chances to dynamic in personal mathematics learning processes and experiences must be provided to students as they are necessary tools in dealing with and predicting many social phenomena hence making students strong in social adequacy.
4. The mathematics pedagogy must be followed while framing the lesson plans which will improve social outcomes inside the mathematics classroom and produce responsible citizens to our society.
5. Apart from it we cannot neglect mathematical attitude as it is also a stakeholder in the social process and also helpful in developing interest in the subject. May be a weak but still a positive impact is given by mathematical attitude so mathematical attitude must be maintained in the mathematics classroom.
6. Periodic investigation of the interest and achievement of students in mathematics must be done using standard psychological tests to make effective plans for proper remediation.
7. Although C.B.S.E has removed value based questions from question paper but still Mathematics teacher has the responsibility to highlight the Social values of each phenomenon hidden in the questions. This will attract the students towards social values and hence improve their knowledge regarding social values and social changes thus improving their social maturity.
From the above discussion I hereby conclude that the role of mathematics teacher is not just confined to completion of syllabus and evaluation of tests notebooks but a lot more as the subject has the capacity to mould the whole life of a student in a positive direction and produce productive citizens to the society. Hence each mathematics teacher is expected to work on the social values of mathematics and give best in development of social maturity among students which will definitely help today’s child who is very prone to rumours and changing social conditions due to over exposure of social networking. 
The research is a basic work and there may be dimensions of improvement and further work in this field. 
9. REFERENCES:
1. Anusha Punia (2016). “Adolescent’s social maturity – a comparative analysis.” International journal of research in business management. Vol. 4 (9). Page 99-102
2. Eric Gustein (2003). “Teaching and learning mathematics for social justice in an urban Latino School.” Journal of research in Mathematics. Vol. 34 (1). Page 37-73.
3. G. Anthony et.al. (2009)  “Characteristics of Effective Teaching of Mathematics: A View from the West.” Journal of Mathematics education. Vol. 2 (2). Page 147-164.
4. Linda, E.B. et.al (1986). “Social and emotional adjustment of adolescents extremely talented in verbal or mathematical reasoning.” Journal of youth and adolescence. Vol. 15(1). Page 1-18.
5. Malmivvuori, M. L (2001). “Long term effects of acceleration on the social emotional adjustment of mathematically precocious youths.” Research report 172. University of Helsinki.
6. Nathlie A. Badian, et.al. (1983). “The personal- social characteristics of children with poor mathematical computation skills.” Journal of learning disabilities. Vol. 16 (3). Page 154-157.
7. Sabreena Mushtaq et.al (2016) “Effect of social maturity and self-concept on academic achievement of secondary school students of district Budgam (J&K).” International Journal of advanced education and research. Vol. 1 (8). Page 13-18.
8. Ursula Hoadley (2007). “The reproduction of social class inequalities through mathematics pedagogies in South African primary schools.” Journal of curriculum studies. Vol. 39 (6). Page 679-706.




























10. APPENDICES:
APPENDIX I: Details of Mathematics Attitude Scale
Reliability of Mathematics Attitude Scale:
Method
N
Correlation
Test
80
0.78
Retest
80


Validity of Mathematics Attitude Scale:
To find the validity of the final draft of the test was calculated through two methods.
(i) Concurrent validity of the test was calculated against the Mathematical Attitude Test by Ali Imam and Tahira Khatoon (2011). For this both the tests were given to a group of 150 students of class X of Punjab. The coefficient of correlation came out to be 0.78 which is significant in 0.01 level of significance.
(ii) The item correlation was calculated for each item against the total test score for the final draft of the items. The value of coefficient of correlation range from 0.44 to 0.89 at 0.01level of significance.
Norms for interpretation of the Mathematics Attitude Scale:
S. No.
Level of attitude towards Mathematics
Grade
Range of Score
1.
Extremely Positive Attitude
A
337 & Above
2.
Highly Positive Attitude
B
307-336
3.
Above Average Positive Attitude
C
276-306
4.
Average Positive Attitude
D
234-275
5.
Below Average Positive Attitude
E
203-233
6.
Negative Attitude
F
173-202
7.
Extremely Negative Attitude
G
172 & Below
 


APPENDIX II: Details of Social Maturity Scale
Reliability of Social Maturity Scale
S. No.
Sub Scales
r
1
2
3
Work Orientation
Self Direction
Ability to take stress
0.91
0.89
0.88

PERSONAL ADEQUACY
0.89
4
5
6
Communication
Enlightened Trust
Co-operation
0.78
0.63
0.89

INTER- PERSONAL ADEQUACY
0.73
7
8
9
Social Commitment
Social Tolerance
Openness to change
0.82
0.83
0.74

SOCIAL ADEQUACY
0.75

TOTAL SCORES ON SOCIAL MATURITY
0.79

APPENDIX III: Karl Pearson’s coefficient of correlation between Mathematical Attitude and Social Maturity 2018:
        S M
M A
295 & Above 
265-294
235-264
195-234
165-194
135-164
134 & below
Total
337 &Above
0
1
0
0
0
0
0
1
307-336
0
1
5
3
0
0
0
9
276-306
0
0
2
16
1
0
0
19
234-275
0
0
3
8
3
0
0
14
203-233
0
0
1
4
1
0
0
6
173-202
0
0
0
1
0
0
0
1
172& below
0
0
0
0
0
0
0
0
Total
0
2
11
32
5
0
0
50
     ? =  +0.31
APPENDIX IV: Karl Pearson’s coefficient of correlation between Mathematical Attitude and Social Maturity 2019:
        S M
M A
295 & Above 
265-294
235-264
195-234
165-194
135-164
134 & below
Total
337 &Above
0
0
3
0
0
0
0
3
307-336
0
1
6
4
0
0
0
11
276-306
0
0
5
12
0
0
0
17
234-275
0
0
5
10
1
0
0
16
203-233
0
0
1
1
0
0
0
2
173-202
0
0
0
1
0
0
0
1
172& below
0
0
0
0
0
0
0
0
Total
0
1
20
28
1
0
0
50
     ? =  +0.24
APPENDIX V: Graph showing trends of Social Maturity and Mathematical attitude in 2018

APPENDIX VI: Graph showing trends of Social Maturity and Mathematical attitude in 2019


APPENDIX VII: Graph showing mean value changes of Social Maturity and Mathematical attitude 


APPENDIX VIII: Raw Data

SCORES
TOTAL MARKS
400
360
TEST
M.A.S
S.M.S
S.No.
2018
2019
2018
2019
1
290
281
195
204
2
233
251
181
214
3
301
349
203
240
4
310
319
239
255
5
256
263
223
221
6
294
306
241
259
7
289
317
214
235
8
211
233
229
259
9
303
307
271
274
10
263
288
247
260
11
288
296
211
212
12
263
315
239
219
13
306
319
241
260
14
278
272
199
232
15
268
285
225
228
16
273
294
198
222
17
323
239
243
211
18
308
317
203
201
19
264
308
170
206
20
290
291
210
213
21
258
265
217
235
22
180
195
215
228
23
242
247
209
239
24
219
232
197
221
25
266
288
200
216
26
227
239
237
245
27
312
318
240
262
28
284
281
225
230
29
309
322
205
229
30
222
245
201
228
31
234
258
219
236
32
233
269
199
219
33
258
294
180
227
34
315
236
251
205
35
325
235
263
217
36
295
321
229
251
37
267
266
193
201
38
262
300
208
225
39
237
248
224
241
40
260
281
241
245
41
302
274
229
212
42
267
261
170
188
43
291
293
226
251
44
299
305
221
240
45
285
287
200
212
46
307
349
198
239
47
287
311
199
229
48
338
341
239
236
49
288
293
203
210
50
291
301
199
215

     






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