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Abstract

The Australian Curriculum: Mathematics (AC:M) (ACARA, 2016) defines four proficiency strands. However, the work of Kilpatrick, Seward and Findell (2001), upon which Australia’s proficiency strands are framed, includes a further proficiency – productive disposition. Productive disposition relates to students’ propensity to persevere and to perceive mathematics as worthwhile. We argue for the inclusion of productive disposition in Australian mathematics education, as reflective of the importance of affect in mathematics leaning. Upon close inspection, the AC:M and the overarching General Capabilities, especially Personal Capability, offer insufficient direction in regards to developing productivedisposition in students. For productive disposition to be fostered in students, teachers themselves must have productive disposition towards mathematics and the teaching of mathematics. Teachers must believe that they and all students can learn and improve in their ability to learn mathematics; that mathematics is intelligible, and that they as teacherscan improve their teaching and understanding through effort. Addressing the productive disposition of mathematics teachers and students may be a means of improving mathematics achievement in Australia.

Item Type:	Conference Publication
Authors/Creators:	Woodward, Aimee and Beswick, K and Oates, G
Keywords:	Curriculum, Productive Disposition
Journal or Publication Title:	2017 Mathematical Association of Victoria Annual Conference Proceedings
Publisher:	The Mathematical Association of Victoria
Copyright Information:	Copyright 2017 The Mathematical Association of Victoria
Related URLs:	Google Scholar: Beswick, K UTAS Profile: Beswick, K Google Scholar: Oates, G UTAS Profile: Oates, G
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