Science has proven that attitude is really important. **Positive attitude toward math has great impact on math achievement in children**.

One way to instill positive attitude toward math is via interesting math books. Another way is via parental example, it is important for parents themselves to have a positive attitude to math as it can influence their child.

Source: Science Daily

For the first time, scientists have identified the brain pathway that links a positive attitude toward math to achievement in the subject. In a study of elementary school students, researchers found that having a positive attitude about math was connected to better function of the hippocampus, an important memory center in the brain, during performance of arithmetic problems.

In a study of elementary school students, researchers at the Stanford University School of Medicine found that having a positive attitude about math was connected to better function of the hippocampus, an important memory center in the brain, during performance of arithmetic problems.

The findings will be published online Jan. 24 in

Psychological Science.Educators have long observed higher math scores in children who show more interest in math and perceive themselves as being better at it. But it has not been clear if this attitude simply reflects other capacities, such as higher intelligence.

The new study found that, even once IQ and other confounding factors were accounted for, a positive attitude toward math still predicted which students had stronger math performance.

‘Attitude is really important’“Attitude is really important,” said Lang Chen, PhD, the study’s lead author and a postdoctoral scholar in psychiatry and behavioral sciences. “Based on our data, the unique contribution of positive attitude to math achievement is as large as the contribution from IQ.”

The scientists had not expected the contribution of attitude to be so large, Chen said. The mechanism underlying its link to cognitive performance was also unexpected.

“It was really surprising to see that the link works through a very classical learning and memory system in the brain,” said the study’s senior author, Vinod Menon, PhD, professor of psychiatry and behavioral sciences. Researchers had previously hypothesized that the brain’s reward centers might drive the link between attitude and achievement — perhaps children with better attitudes were better at math because they found it more rewarding or motivating. “Instead, we saw that if you have a strong interest and self-perceived ability in math, it results in enhanced memory and more efficient engagement of the brain’s problem-solving capacities,” Menon said.

The researchers administered standard questionnaires to 240 children ages 7 to 10, assessing demographics, IQ, reading ability and working-memory capacity. The children’s level of math achievement was measured with tests of their knowledge of arithmetic facts and ability to solve math word problems. Parents or guardians answered surveys about the children’s behavioral and emotional characteristics, as well as their anxiety about math and general anxiety. Children also answered a survey that assessed their attitude toward math, including questions about interest in math and self-perceived math ability, as well as their attitude toward academics in general.

Forty-seven children from the group also participated in MRI brain scans while performing arithmetic problems. Tests were conducted outside the MRI scanner to discern which problem-solving strategies they used. An independent group of 28 children also was given MRI scans and other assessments in an attempt to replicate the findings from the cohort previously given brain scans.