This study investigates the disposition of Business students related to Mathematics, and the focus used in their studies. We expect to contribute to studies about the learning environment of the classroom. The techniques used were factorial analysis, descriptive statistics, and non-parametric tests in binary logistic regression. The attitude scales related to mathematics and the focus of study have been validated by showing them up consistently. The test results suggested that differences in gender, age or even the fact of taking or not the mathematics course cannot explain any negative attitude. However, the tests were significant in relation to the preferred variable area of knowledge before the university. The results also showed a direct association between positive attitude and focus of profound learning, although this relationship was shown to be statistically non-significant. This is a descriptive direct research, and we used data cross-sectional method of survey and collection of structured data.
Mathematics education; Classroom environment; Students attitudes
