Introduction
indeed all the world research findings reveal examples of students at all levels rejecting mathematics ,fearing it,dislking ,given a chance preferring if as last resort.
In addition the modern society is demanding much greater mathematical knowledge of its citizens than ever befefore.
How does mathematics curriculum be structure to enhance mathematical learning students st all level .
In attempting to look closely at mathematical learning it is essential to start examining process of effective teaching and learning.
vast literature had shown that effective teaching of mathematics is the result of a complex coordination of specific knowledge and specific beliefs and the culture on teaching and learning mathematics at the primary ,secondary and tertiary level.
pajares posited that belief about mathematics can determine how one chooses to mentally construct the whole idea of mathematics (pajeras, 1992 ).
This is especially true when the belief has been in-grained in the students ‘world of mathematics.
Beliefs are personal principles, constructed from experience that an individual enploys,often unconsciously to interpret new experiences and information and to guide action.
Action taken by students during learning proesses have greatly affected the knowledge acquisition of mathematics.
cobb defined beliefs as an individual ‘ s personal assumptions about the nature of reality (Cobb ,1986).
the importance of beliefs in the life of a student is stressed again because these assumptions constitute the goal- oriented activity .
in learning environments , students’ belief might propagate the idea for achievements and smoothness of learning.
In the mathematics learning process, student’s belief about the nature of mathematics and factors related to the learning are two components that always concern mathematics educators.
in addition , affect is a significant and critical dimension of learning (Zembylas,2004).
with this in mind , it seems important to pay close attention to the mathematical classroom experiences of student, as these are critical in the development of affective dispositions and views towards mathematics (Gresalfi @ cobb,2006 )