Examining the faktors affecting the adoption or non-adaption of mathematics

The aim of this study is to identify the factors influencing the adoption or rejection of mathematics by individuals. At the first stage, qualitative approaches were employed to explore individuals' experiences, and based on these findings, a measurement tool was developed to collect quantitative data for a broader perspective. A sequential exploratory mixed-methods design was used. In the qualitative phase, data were gathered from 52 participants through a case study approach; in the quantitative phase, a total of 1205 participants took part, including 451 students, 374 teachers, and 380 individuals from various professions. A semi-structured interview form was used as the qualitative data collection tool, while the Factors Affecting the Adoption of Mathematics Questionnaire, developed by the researcher, was used for the quantitative phase. Qualitative data were analyzed through content analysis, whereas quantitative data were evaluated using descriptive statistics, t-tests, variance analysis, and correlation analysis via SPSS. The findings revealed that teacher attitudes, individual achievement levels, and environmental factors play a decisive role in the adoption of mathematics. The majority of participants reported that teacher attitudes reinforced negative perceptions of mathematics. Furthermore, mathematics was commonly perceived as a "difficult and anxiety-inducing" subject, while positive attitudes were found to be positively correlated with mathematics achievement. Based on the results, it is recommended to develop instructional programs that support teachers' positive attitudes and strengthen students' emotional experiences in mathematics learning.