Primary pupils' perceptions of mathematical ability
Résumé
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.
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