Images, Anxieties, and Attitudes toward Mathematics

The purpose of this paper is to discuss and analyze images, anxieties, and attitudes towards mathematics in
order to foster meaningful teaching and learning of mathematics. Images of mathematics seem to be profoundly
shaped by epistemological, philosophical, and pedagogical perspectives of one who views mathematics either as
priori or a posteriori, absolute or relative, and concrete or nominal. These images, as perceived by an individual
can play a significant role in the development of attitudes towards mathematics in the long run. Images of
mathematics can have possible negative and positive impacts on teaching and learning of mathematics with the
subsequent development of attitudes toward mathematics as positive or negative and also associated
mathematics anxiety. A theoretical model with different combinations of images, anxieties, and attitudes
toward mathematics can be a helpful tool to develop an understanding of the different relationships among
them. Some pedagogical implications can be drawn from these relationships.