Sssessment of social perception and mathematical thinking amongst Jordanian students in higher education

Abstract

Mathematics is important in the human life. Despite the efforts for the development of mathematics education, it did not reach an acceptable level, because of low level in mathematical thinking and social perception of mathematics. This study aimed to examine the relationship between mathematical thinking and social perception of mathematics in Jordan higher education. This study used a quantitative survey approach. The sample of this study comprised of 338 male and 362 female first year students at Jordan universities. Two instruments were developed: a mathematical thinking test to measure students’ mathematical thinking and social perceptions of mathematics questionnaire to measure the students’ perception of mathematics. The results showed that there were statistically significant differences in whole mathematical thinking test depending on gender in favor of male, residence in favor of rural areas and interaction between gender and residence in favor of females in rural areas. The results showed that the performance of males in urban areas was better than females in urban areas and the performance of females in rural areas was better than males in rural areas. There were no significant differences in social perception towards mathematics due to gender, residence and their interactions. The results showed that the relationship between mathematical thinking and social perception of mathematics was significant and social perception of mathematics has an influence on mathematical thinking. An increase in social perception of mathematics may lead to an increase of mathematical thinking. The two instruments developed can be used as measurement scales for mathematical thinking skills and social perception of mathematics and opening the way for researchers to address issues and weaknesses related to mathematics education.