Shaping student views on mathematics : influences on Year 5 and 6 students' mathematical dispositions and mindsets towards learning : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education (Mathematics) at Massey University, Albany, New Zealand
Loading...
Date
2020
DOI
Open Access Location
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Massey University
Rights
The Author
Abstract
There exists a contrast in students’ views surrounding what it means to do mathematics, what their role is as learners of mathematics, and its place within their lives. While some students see mathematics as a creative, deep phenomenon to be explored, discussed, and relevant in understanding life, many come to see it as a dull subject, full of memorised facts to be recited, and eventually useful in getting a job. Likewise, while some students hold a growth mindset, seeing hard work, struggle, and perseverance as essential for growth, others come to view ability as being fixed, and something that cannot be changed. Through a social constructivism lens, and with selection of a qualitative case study approach, this study explored the different factors that influenced a group of Year 5 and 6 students’ mathematical dispositions and mindsets towards learning with particular interest in how they viewed and reacted to mistakes. In total, 41 year 5 and 6 students participated in this study with data being collected through the use of student questionnaires, semi-structured interviews, and student self-reflections. In examining literature surrounding the formation of mathematical dispositions and mindsets towards learning, several factors such as the tasks students engage in, teacher interactions, grouping, assessment practices, and family were found to have an influential role. As students described their views and experiences of mathematics, the importance of the teacher and family were revealed. Considerations into the type of tasks, the formation of groups, use of assessment, and the positioning of students at school and at home were identified and analysed. In understanding where these contrasting mathematical dispositions and mindsets stem from, teachers and family are more equipped to foster positive mathematical dispositions in students and mindsets and create a culture that best supports the learning of mathematics.