PARAMETERS INFLUENCING THE ATTITUDE OF STUDENTS TOWARDS LEARNING MATHEMATICS AND OF TEACHERS TOWARDS TEACHING MATHEMATICS

1Research Scholar, Department of Mathematics, Assam Down Town University, Assam 781026, India 2Department of Mathematics, Assam Down Town University, Assam 781026, India 3Department of Mathematics, Pt. J.L.N. Govt. College, Faridabad 121002, India 4Department of Mathematics, Chaudhary Charan Singh University, University, Meerut-250004, India 5Department of Mathematics, Indira Gandhi National Tribal University, Lalpur, Amarkantak 484 887, Anuppur, Madhya Pradesh, India


INTRODUCTION
Behaviour may be considered as a cognitive and effective attitude towards mathematics [1].
This behaviour is indeed quite predictable and involves both attitudinal and behavioural factors [2]. A bi dimensional theory of reasoned action includes only beliefs and ideas related to mathematics. B. B. Ashby explained influentially that how students attitude fluctuates towards mathematics [3]. The approach has three main components: instinctive attachment, mathematics believes, and specific topic behavioural patterns [4]. Belief in mathematics and its usefulness in practice and mathematical anxiety are some of the variables impacting mathematics anxiety [3]. The attitude of the students to mathematics is correlated to their quantitative observations [1]. Most of the relevant analysis has already been made by numerous authors [5,6,7,8,9,10,11,12,13,14,15]. The purpose of this research is to recognize the findings of the research on factors that can influence the mathematical perspectives of students. Basically, the primary objective of the analysis is to find determinants that affect the perceptions of students towards mathematics at the graduation level, including: 1.1. Hypothesis. The research hypotheses are as follows: (1) Students' perception towards mathematical faculty.
(4) Students' behavior towards assistance attitude for mathematical issues.

Method for Analysis. The methodology for research investigation is a questionnaire
containing approximately 60 items. The 60% analysis is focused on the pupil's attitude towards the subject and the rest is based on the pupil's willingness to change the teaching attitude. If the whole data is analyzed properly then it can easily be seen that there are many loopholes from teacher's side. Teaching is a profession in which expression is more important than knowledge.
Our analysis is measured on a 5 point Likert scale of 1-strongly disagree to 5-strongly agree.
These aspects were designed on the basis of existing literature to certain self-regulatory learning traits such as self-effectiveness, fact of judging oneself and self-reaction. Cronbach's alpha reliability (Cronbach's alpha is used to measure of logical consistency, that is, how strongly related a set of objects are as a group. It is estimated as a function of the reliability and validity. Cronbach's alpha tests to see whether multiple-question Likert scale questionnaires are efficient.)

Sample analysis including various barricades.
The sample is a set of approximately 3000 arbitrarily selected from 13 colleges(especially those students are selected who study mathematics in all semesters) from rural areas of Assam. Under the community barricade it is easily observed that approximately 7% students think that boys are better when it comes to mathematics. It is quite amazing as well when we got to know that approximately 30% students are those for whom mathematics wasn't their choice at all, their decision of opting mathematics was just because of family pressure, peer pressure and 'No other choice'. The most common age groups for students are 17 to 22 years. In Figure 1 the pupils' gender behavioural perception can easily be seen towards mathematics. The fluctuations between the responses are easy to understand. Figure 2 it can easily understandable that under the Academic Barricades students aren't satisfied with the teacher's way of teaching. There is lack of application part from the teacher's side. For teachers, instead of teaching a topic in a visualized way, teachers mostly focus on syllabus completion, assignment and tests. According to the students teachers are still teaching in the old way whereas there are lots of method to teach in a better manner. According to the Students mathematics was more satisfactory at school level but even at school level, it was difficult for them to relate mathematics to general life which means application part was missing even at college level.          Learners are very well conscious that there is a significant amount of interconnectedness between mathematics at school's level and college's level.

Whereas in
Various learners really aren't pleased with the education policy ( Figure 3 and Figure 4). Correlation between the various barricades is easy to understand (Fig 5). Protocol barricades and community barricades are highly related whereas academic barricades and Protocol barricades are least related. To understand the students' attitude towards learning mathematics, the questionnaire is categorized on the basis of few factors related with (1) the perception towards mathematics In order to acquire the percentages for those who think that the behaviour in question is not appropriate for them, we have incorporated the percentages of those who have preferred variant

DISCUSSION
The conclusions of the research will be discussed throughout this section.
2.1. One's beliefs on the higher mathematicsat college level is truly based on the faculty's way of teaching and significantly affect his/her mathematical approach. About one-third of respondents hypothesize that mathematics is complicated to understand because faculties aren't good at expression and are they don't focus on application part. According to the students even the pure mathematics can easily be understood with the proper explanation of topic. According to the students, visualization of topic is more important which is possible only if the definition would be properly explained. Teachers should promote problems that are mathematically formulated and do not contribute to real-life problems because there are negligible problems which aren't mathematically formulated, this would improve students' imagination. The first hypothesis is therefore appropriate.

2.2.
Students' struggle toward mathematics,Students' self-effectiveness towards mathematical problems and Students' visualization towards mathematics application is negligible and Students' behavioral correlation towards mathematics problem solving is high.
When students' encounter problems in their real experiences, the solution of which necessitates certain mathematical understanding, they do not understand the mathematical context, or they cannot apply what they have learned from mathematics, which proves that students struggles a lot with the application part of mathematics and their self-effectiveness isn't very high. Few students were scared of mathematics. There is indeed a significant association between students' trust in the use of mathematics and their approach to the study of mathematics. Students were facing Dyscalculia and math anxiety at higher level. Basically, Mathematical anxiety is a circumstance that certain people encounter when they face a mathematical challenge. Good mathematical feeling gives good mathematical perception, and vice versa. Unpleasant feeling like distress, cluelessness and hopelessness in mathematical work appears to influence mathematical performance. The preliminary studies related to mathematical anxiety, which Richardson and Suinn (1972) published specifically to measure mathematical anxiety assessment called MARS (Mathematical anxiety rating scale). Students' perception towards mathematics is very complex because of lack of understanding of application part of higher mathematics (Table 4,   Table 6, Table 8, Fig 3). For students mathematics seems to have very less relation to daily life. Reassurances are relevant for several of the participants: almost 48% of the participants assume that they would be a good mathematician; yet another feel that they also have an ability for mathematics. In order to improve students' conviction in their mathematics achievement, the educator must account for the fact that distinct learners are at a distinct phases. Assistance is also significant in the study of mathematics. If a student is struggling with a difficulty, it generally has two ways to solve one is to get similar solved problem and other to seek the help of a teacher or a classmate. Almost majority of the students question the instructor immediately when they don't comprehend something during the class; one third seek assistance from classmate after the lesson. The number of students asking for help is significant.There really is a formidable correlation between students' consciousness and their perception towards mathematics, and also between the pupils' assistance actions and their attitude towards learning mathematics ( Table 4, Fig 8). The second, third and eighth hypothesis are therefore appropriate.

2.3.
Individual appraisal is associated with the performance in mathematics and consciousness is insignificantly associated with the performance in mathematics. It can easily be observed that the understanding of students is strong, and more than 43% of students are convinced that there is indeed a strong association between their effort to understand mathematics and their performance ( Table 5, Fig 10). The sense of individual appraisal of students is closely associated with their approach towards mathematics. The third hypothesis is the assertion of evidence. The amount of self-satisfaction of students is very substantial ( Table 6, Fig 10), however it is not relevant to their understanding of mathematical concepts. And then we could conclude that the hypothesis tested is irrelevant. Also, nervousness in mathematics is in weak relationship with the approach towards mathematics since students who have high levels of discomfort: more than half of them concern about their mathematics scores, and several of the students felt uncomfortable about the mathematics class. So, anxiety doesn't really influence the attitude of students to mathematics (Table 8, Fig 1, Fig 7, Fig 8).

CONCLUSIONS, LIMITATION AND FUTURE IMPLICATIONS
Most students are under the impression their teacher enjoys math and he/she is a good mathematician. But somewhere their way of teaching isn't satisfactory. Students acknowledged the Teacher's efficiency but doubt their application party because most of the mathematics faculties fail when it comes to explain the pure mathematics. Also, approximately 55% of the participants acknowledged their teacher's willingness to explain mathematics. Teachers significantly influence students' framework towards mathematics. Teachers significantly affect students' framework to mathematics. The results of this study demonstrate that perhaps the teacher is by far the most significant element in mathematics learning. Students have an influence mostly on relevance of mathematics or real life in their behavior to the fact into consideration. Selfeffectiveness and self-evaluation are two other variables that can affect the behavior of students.
The findings of the analysis understand how great it is to reconsider the problems which seems not to have relation with mathematics because even day-to-day problems can easily be modeled mathematically.