Marks, Rachel;
(2016)
Primary pupils' perceptions of mathematical ability.
In:
Proceedings of the Ninth Congress of the European Society for Research in Mathematics Education (CERME9).
(pp. pp. 1610-1616).
Congress of the European Society for Research in Mathematics Education: Prague, Czech Republic.
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Abstract
There is increasing evidence that holding a growth-mind-set 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.
| Type: | Proceedings paper |
|---|---|
| Title: | Primary pupils' perceptions of mathematical ability |
| Event: | Proceedings of the 9th Congress of European research in mathematics education |
| Location: | Charles University in Prague, Prague, Czech Republic |
| Dates: | 4 Feb 2015 - 8 Feb 2015 |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://hal.science/hal-01287915 |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Primary mathematics, ability, growth-mindset, fixed-mindset. |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Curriculum, Pedagogy and Assessment |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10186980 |
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