UCLA

Building on the construct of mathematical dispositions – ideas and values about mathematics and patterns of engagement over time – this study investigated which practice-linked goals students appropriated, their explanations of these goals, and the expression of these goals in situated actions in problem solving as a way to develop a more nuanced understanding of students’ positive dispositions to mathematics. The study was conducted in a 3rd grade classroom in a school that actively supports the development of positive dispositions to mathematics over the 2013-2014 school year. Data sources included student surveys, student interviews and classroom observation. Analysis was conducted at the classroom and individual level to determine to what extent students held practice-linked goals aligned with the values of the reform-oriented mathematics education community. In addition, close analysis of case study students allowed analysis of how different goal profiles related to situated actions in problem solving. The results of the study contribute to our field’s understanding of how primary students orient themselves to mathematics and how the development of positive dispositions to mathematics can be supported in the classroom.