Advertisement

Positive Education and Teaching for Productive Disposition in Mathematics

  • Aimee Woodward
  • Kim BeswickEmail author
  • Greg Oates
Chapter

Abstract

The Australian Curriculum: Mathematics defines four proficiency strands. The work from which they are drawn includes a fifth proficiency (productive disposition) that relates to students’ propensity to persevere and to perceive mathematics as worthwhile. We argue for the importance of productive disposition as reflecting the importance of affect in mathematics learning. We link it with work in positive education, particularly around character strengths, to suggest ways in which mathematics teachers’ awareness of the importance of affect might be raised. Positive education may offer a means of putting productive disposition on the agenda in considerations of improving mathematics achievement.

Keywords

Productive disposition Positive education Proficiency Mathematical proficiency Character strengths Attitudes Student attitudes Teacher attitudes 

References

  1. Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
  2. Andrews, P. (2010). Finnish mathematics teaching from a reform perspective: A video-based case-study analysis. Comparative Education Review, 57(2), 189–211.CrossRefGoogle Scholar
  3. Archambault, I., Janosz, M., & Chouinard, R. (2012). Teacher beliefs as predictors of adolescents' cognitive engagement and achievement in mathematics. Journal of Educational Research, 105(5), 319–328.CrossRefGoogle Scholar
  4. Australian Curriculum Assessment and Reporting Authority. (2016). The Australian curriculum: Mathematics. Retrieved from http://www.australiancurriculum.edu.au/mathematics/structure.Google Scholar
  5. Ball, D. L., Thames, M. H., & Phelps, G. (2008). Content knowledge for teaching: What makes it so special. Journal of Teacher Education, 59(5), 389–407.CrossRefGoogle Scholar
  6. Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39–68.CrossRefGoogle Scholar
  7. Beswick, K. (2017). Raising attainment: What might we learn from teachers' beliefs about their best and worst mathematics students? In C. Andra, D. Brunetto, E. Levenson, & P. Liljedahl (Eds.), Teaching and learning in maths classrooms (pp. 95–106). Cham: Springer International Publishing.CrossRefGoogle Scholar
  8. Beswick, K., & Callingham, R. (2014). The beliefs of pre-service primary and secondary mathematics teachers, in-service mathematics teachers, and mathematics teacher educators. In C. Nicol, P. Liljedahl, S. Oesterle, & D. Allan (Eds.), Proceedings of the 38th conference of the international group for the psychology of mathematics education (Vol. 2, pp. 137–144). Vancouver: PME.Google Scholar
  9. Boaler, J. (2013). Ability and mathematics: The mindset revolution this is reshaping education. Forum, 55(1), 143–152.CrossRefGoogle Scholar
  10. Choudhury, S. A., & Barooah, I. P. (2016). Character strengths and academic achievement in undergraduate college students. Indian Journal of Positive Psychology, 7(1), 76–83.Google Scholar
  11. Clarke, A., Friede, T., Putz, R., Ashdown, J., Martin, S., Blake, A., et al. (2011). Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS): Validated for teenage school students in England and Scotland. Public Health, 11, 487.Google Scholar
  12. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.CrossRefGoogle Scholar
  13. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school based universal interventions. Child Development, 82, 405–432.CrossRefGoogle Scholar
  14. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.Google Scholar
  15. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broaden and build theory of positive emotions. American Psychologist, 56(3), 218–226.CrossRefGoogle Scholar
  16. Grady, M. (2016). Whatever happened to productive disposition? Mathematics Teaching in the Middle School, 21(9), 516–517.CrossRefGoogle Scholar
  17. Green, L. S. (2014). Positive education: An Australian perspective. In M. J. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (pp. 401–415). New York: Taylor & Francis.Google Scholar
  18. Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: Embodied and social theories. Research in Mathematics Education, 14(2), 137–161.CrossRefGoogle Scholar
  19. International Positive Education Network. (n.d.). Retrieved from http://www.ipositive-education.net/.
  20. Kalder, R. S., & Lesik, S. A. (2011). A classification of attitudes and beliefs towards mathematics for secondary mathematics pre-service teachers and elementary pre-service teachers: An exploratory study using latent class analysis. Issues in the Undergraduate Mathematics Preparation of School Teachers, 5, 20–20.Google Scholar
  21. Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). (2001). Adding it up: Helping children learn mathematics. Washington, DC: National Academy Press.Google Scholar
  22. Ma, X., & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: A meta-analysis. Journal for Research in Mathematics Education, 28(1), 26–47.CrossRefGoogle Scholar
  23. Madden, W., Green, S., & Grant, A. (2011). A pilot study evaluating strengths-based coaching for primary students: Enhancing engagement and hope. International Coaching Psychology Review, 61, 71–83.Google Scholar
  24. Moyer, J. C., Robison, V., & Cai, J. (2018). Attitudes of high-school students taught using traditional and reform mathematics curricula in middle school: A retrospective analysis. Educational Studies in Mathematics, 98(2), 115–134.CrossRefGoogle Scholar
  25. Muis, K. R., Psaradellis, C., Chevrier, M., DiLeo, I., & Lajioe, S. P. (2016). Learning by preparing to teach: fostering self-regulatory processes and achievement during complex mathematics problem solving. Journal of Educational Psychology, 308(4), 474–492.CrossRefGoogle Scholar
  26. OECD. (2014). PISA 2012 results: What 15-year-olds know and what they can do with what they know. Paris: OECD Publishing.Google Scholar
  27. OECD. (2016). Low performing students: Why they fall behind and how to help them succeed. Paris: PISA. OECD Publishing.  https://doi.org/10.1787/97892642502246-enCrossRefGoogle Scholar
  28. Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4), 1–10.CrossRefGoogle Scholar
  29. Peterson, C., & Seligman, M. E. (2004). Character strengths and virtues: A handbook and classification. New York, NY: Oxford University Press.Google Scholar
  30. Peterson, C., & Seligman, M. E. P. (2001). Classifying and measuring strengths of character. In S. J. Lopez & C. R. Synder (Eds.), Oxford handbook of positive psychology (2nd ed., pp. 25–33). New York: Oxford University Press.Google Scholar
  31. Romberg, T. A., & Kaput, J. J. (1999). Mathematics worth teaching, mathematics worth understanding. In E. Fennema & T. A. Romberg (Eds.), Mathematics classrooms that promote understanding (pp. 3–17). Mahwah, NJ: Lawrence Erlbaum Associates.Google Scholar
  32. Sakiz, G., Pape, S. J., & Hoy, A. W. (2012). Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology, 50(2), 235–255.CrossRefGoogle Scholar
  33. Seligman, M. E. P. (2011). Flourishing: A visionary new understanding of happiness and wellbeing. New York: Free Press.Google Scholar
  34. Shoshani, A., & Slone, M. (2013). Middle school transition for the strengths perspective: Young adolescents’ character strengths, subjective wellbeing and school adjustment. Journal of Happiness Studies, 14(1), 1163–1181.CrossRefGoogle Scholar
  35. Sullivan, P., & Mornane, A. (2014). Exploring teachers’ use of, and students’ reactions to, challenging mathematical tasks. Mathematics Education Research Journal, 26, 193–213.CrossRefGoogle Scholar
  36. Thomson, S., de Bortoli, L., & Buckley, S. (2013). PISA 2012: How Australia measures up. Camberwell, VIC: Australian Council for Educational Research.Google Scholar
  37. Thomson, S., Wernert, N., O'Grady, E., & Rodrigues, S. (2017). TIMSS 2015: Reporting Australia's results. Camberwell, VIC: Australian Council for Educational Research.Google Scholar
  38. Weber, M., Wagner, L., & Ruch, W. (2016). Positive feelings at school: On the relationship between students’ character strengths, school-related affect and school functioning. Journal of Happiness Studies, 17, 341–355.CrossRefGoogle Scholar
  39. Zins, J. E., Weissberg, R. P., Wang, M. C., & Walberg, H. J. (Eds.). (2004). Building academic success on social and emotional learning: What does the research say? New York: Teachers’ College Press.Google Scholar

Copyright information

© Springer Nature Switzerland AG 2018

Authors and Affiliations

  1. 1.University of TasmaniaTasmaniaAustralia

Personalised recommendations