Attitudes in relation to mathematics and algebraic performance in the subject Mathematics

This article summarizes the results of a research whose purpose was to analyze the level of relationship that can be established between attitudes towards Mathematics, performance in this subject and performance in the contents of Algebra as one of the essential subjects to learn. for the students. A quantitative design was used. The field work was carried out with 326 students, from two schools, of the General Secondary Education in Angola. A questionnaire was used to characterize attitudes in relation to Mathematics applying a Likert-type scale with 20 propositions (10 positive and 10 negative). A documentary analysis of the evaluation records was also made in the subject of Mathematics, of teachers and in the Secretariat of the schools, to determine the performance of the investigated subjects. For the analysis of the information, the mean, standard deviation, variance and regression analysis were used to model the relationships using equations. The results indicate that there is evidence of a relationship between: mathematical performance and attitude towards the Mathematics subject, between performance in Algebra and attitude towards Mathematics, and between mathematical performance and performance in Algebra.