International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Danijela Milošević; Nevena Trifunović; Bisera Jevtić

doi:10.23947/2334-8496-2024-12-2-283-293

Authors

Danijela Milošević University of Niš, Faculty of Philosophy, Department of pedagogy, Serbia https://orcid.org/0000-0001-9612-8807
Nevena Trifunović Academy of Educational Medical Vocational Studies in Kruševac, Serbia https://orcid.org/0000-0002-3804-2519
Bisera Jevtić University of Niš, Faculty of Philosophy, Department of pedagogy, Serbia https://orcid.org/0000-0003-4894-7175

DOI:

https://doi.org/10.23947/2334-8496-2024-12-2-283-293

Keywords:

avoidance strategies, mastery learning, mathematics education, student attitudes and perceptions, teaching styles

Abstract

The aim of this research was to examine the attitudes of pupils about avoidance strategies in mathematics and their perception of the way mathematics teachers work. The research was conducted in the Republic of Serbia on a sample of 1165 primary school pupils. A quantitative approach was applied with a standardized instrument made up of five subscales which examined three avoidance strategies (novelty avoidance, providing assistance and self-handicapping) and two categories which include the style and method of the teacher’s work (targeted structured teaching and mastery). The results have shown that pupils are mostly inclined towards the novelty avoidance strategy. The research has also revealed some differences when it comes to pupils’ attitudes about avoidance strategies and their perception of the teacher’s approach in relation to their success at school and grade levels in mathematics. It was shown that the school location was a significant independent variable in determining the differences in pupils’ perceptions of the mastery of the teacher. It can be concluded that good didactic methodical organization of teaching, continuous monitoring of pupil progress, the teacher’s pedagogical approach, developing pupils’ skills in overcoming learning difficulties and monitoring their own work are some of the primary prerequisites for overcoming avoidance strategies and improving the educational work of teachers.

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