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1°) -the
samples from Ontario and from
Quebec were similar.
These and the
British sample were characterised
by a greater homogeneity in the attitudes
of the students than in other samples. The
students in these three samples had
generally a more positive attitude towards
mathematics.
The particular
defence mechanisms involved here are
introjection and reparation.
2°) -the
samples from France and
Belgium were also alike.
They were
characterised by a more heterogeneous
attitude than was found in the previous
samples.
They contained a
greater number of students displaying
phobic attitudes towards
mathematics.
The particular
defence mechanisms invoked here is
projection.
The French
favoured most often the notion that
mathematics balances the personality., but
both the Belgian and the
French samples included those who
most strongly wanted to have nothing to do
with mathematics.
3°) -the sample
from the USA formed a sort of link
between the two proceeding
groups,
though it was often
closer to the French and
Belgian samples than the others. It
was these students who mostly found
mathematics compulsive and not leaving
room for personality. On the other hand,
they were the ones who were least inclined
to invoke mechanisms of avoidance - they
did not feel mathematics to be a barrier,
a black hole, an impossibility.
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