Perseverance in mathematical reasoning: exploration of the ‘difficulties’ experienced by a group of children in year 6

This presentation explores the nature of ‘difficulties’ encountered by a group of 10-11 year old children in persevering in mathematical reasoning. Three vignettes illustrate how the children did not appear to experience barriers to persevering in mathematical reasoning as difficulties. Moreover, whilst the children appeared to exhibit general perseverance behaviours, these did not necessarily result in perseverance towards a line of mathematical reasoning. The presentation considers the implications of these findings.
The data arose from a small-scale study that sought interventions to improve children’s perseverance in mathematical reasoning. The research took place in two year 6 classes in different schools. In each school, four children, selected by the class teacher based on their limited capacity to persevere in mathematical reasoning, formed the study group.