Teachers' Conceptions of the Term 'Success' in Mathematics Classrooms
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| Title: | Teachers' Conceptions of the Term 'Success' in Mathematics Classrooms |
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| Language: | English |
| Authors: | Rebecca Burtenshaw, Merrilyn Goos, Margaret Marshman, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2025. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Mathematics Education, Teacher Attitudes, Success, Mathematics Skills, Foreign Countries, Mathematics Teachers, Elementary Secondary Education, Mathematical Concepts, Mathematical Logic, Competence |
| Geographic Terms: | Australia |
| Abstract: | 'Success' is a frequently cited yet ambiguously defined term in mathematics education, often carrying contradictory meanings and messages. We surveyed 139 Australian teachers of mathematics to determine their conceptions of 'success'. This paper documents teachers' responses to an alternate word or phrase for 'success'. Thematic analysis highlighted teachers' consistent conceptions of 'success' as mathematical proficiency and underscored the critical omission of productive dispositions from the Australian Curriculum's mathematical proficiency. These findings open conversations about 'success' to encourage more positive, productive engagement with mathematics. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | ED676442 |
| Database: | ERIC |
| Abstract: | 'Success' is a frequently cited yet ambiguously defined term in mathematics education, often carrying contradictory meanings and messages. We surveyed 139 Australian teachers of mathematics to determine their conceptions of 'success'. This paper documents teachers' responses to an alternate word or phrase for 'success'. Thematic analysis highlighted teachers' consistent conceptions of 'success' as mathematical proficiency and underscored the critical omission of productive dispositions from the Australian Curriculum's mathematical proficiency. These findings open conversations about 'success' to encourage more positive, productive engagement with mathematics. |
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