ATTRIBUTION AND MATHEMATICAL LEARNING

Abstract

This paper present conclusions obtained from four researches developed since 2006 to 2012 about Attribution and Mathematical Learning. From the observation of the behavior of students in diverse mathematical lessons in different levels of the secondary schools in Concepción, 8^th Region, Chile, it was possible to establish an important break in their motivation to learn mathematics. Bibliography collaborated with the theoretical support and at the same time it was possible to develop four researches, one to one style. These researches allowed, among other, to reach the following results: students with an efficient aim in math think these results can be obtained by their own effort, on the other hand, the rest of the students with a bad qualifications in math think these results are due to external reasons. So it is very important to considerer motivation as a special way inside the mathematical classroom and their goals because students need to improve their feelings towards mathematical learning.