ABSTRACT

This study examines the relationship between mathematical proficiency, attitudes toward mathematics, and overall math performance among students. Mathematical proficiency, encompassing conceptual understanding, procedural fluency, strategic competence, adaptive reasoning, and productive disposition, serves as a key indicator of students’ mathematical capabilities. Attitudes toward mathematics, including confidence, interest, and perceived value, are also analyzed to determine their influence on performance outcomes. The research employs a descriptive mixed-methods approach, utilizing standardized math assessments, surveys, and interviews to gather data from a diverse sample of students across senior high school students. Results indicate a significant positive correlation between mathematical proficiency and performance, highlighting the critical role of foundational skills and higher-order reasoning in academic success. Additionally, students with positive attitudes toward mathematics demonstrate enhanced performance, suggesting that fostering a growth mindset and reducing math anxiety can contribute to improved outcomes. The study identified a significant relationship between mathematics performance and proficiency level in productive disposition. The study concludes that mathematics performance is significantly influenced by students’ proficiency in productive disposition, highlighting the importance of fostering a positive attitude and perseverance toward mathematical tasks. However, no significant relationship was observed between mathematics performance and other aspects of mathematical proficiency, such as conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning. Similarly, attitudes toward mathematics, including self-confidence, value, enjoyment, and motivation, did not show a significant direct effect on performance.

Keywords: Mathematics proficiency, attitude, mathematics performance
https://doi.org/10.57180/jliy5045