Abstract
There is increasing evidence that holding a growth-mindset in mathematics, and hence a belief in the capacity for change, pays dividends in terms of mathematical engagement and attainment. However, much mathematics education policy and practice in England is embedded in fixed-trait theories; a belief that some people can do mathematics and some people cannot. Drawing on a wider mixed-methods study involving 284 pupils and 13 teachers in two primary schools, this research used attitudinal questionnaire and interview data to identify pupils' prevailing mindsets in primary mathematics. Pupils were found to hold predominantly fixed-trait theories strongly grounded in a biological discourse. The potential implications of these perceptions are examined.
| Original language | English |
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| Title of host publication | 9th Congress of European research in mathematics education |
| Place of Publication | Prague, Czech Republic |
| Pages | 0-0 |
| Number of pages | 1 |
| Publication status | Published - 1 Feb 2016 |
| Event | 9th Congress of European research in mathematics education - Charles University in Prague, Prague, Czech Republic, 4th-8th February 2015 Duration: 1 Feb 2016 → … |
Conference
| Conference | 9th Congress of European research in mathematics education |
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| Period | 1/02/16 → … |
Keywords
- primary mathematics
- ability
- growth-mindset
- fixed-mindset