Fostering a Positive Disposition Towards Maths

This post is inspired by Kristin Smith (@kasmith07.bsky.social) who asked how we might build up self-efficacy in our students with respect to learning Maths.

The Australian Maths Curriculum (version 9) originally had fostering a positive disposition towards Maths as one of five Mathematical Proficiencies. In the final version, it was removed but it has remained a key aspect of the overall curriculum.

With students’ negative attitudes towards Maths being the driving force behind my specialising in Maths teaching – fostering positive attitudes and greater self-confidence has been fundamental to how I teach Mathematics.

I encourage and notice growth

Much of my teaching discourse focuses on students’ growth and development. I often use the phrase, ‘remember when…’. For example, ‘remember when you had difficulty…’ Or, ‘remember when you felt like you couldn’t…and you got really upset or angry.’

I then segue to ‘but now….’ Here I endeavour to highlight how their persistence, strategies or approaches, have enabled them to get to this present moment.

I encourage and notice stepping up, and taking on challenges

‘We’re a Thinking Class. We love challenges.’ That’s a constant refrain in my Maths classroom. So when I pose Maths challenges, we all lean in – big time! I get excited about challenges. And so do they, even when we’re in a ‘how on earth do we solve this problem?’ situation.

I notice and draw attention to their stepping up to challenges, being willing to have a ‘considered attempt’. And we celebrate the journey of learning and growing that challenge gives rise to. This is especially crucial in a context where Maths for many students equals answer getting (unfortunately).

I encourage and notice expansion

Students can often stay in the safe lane, repeating what they’ve previously learnt or using the same strategy over and over, which limits the development of their mathematical reasoning. And so when students are venturing out trying a new mental strategy – especially when it’s not a slam-dunk straight away – I notice it and give voice to what they’re doing.

I often say, ‘show me another way to solve…’ and over time ask which strategies they prefer and why. I want them to be able to identify the numerical situations that prompt them to use particular strategies, encouraging them to focus on relationships between numbers.

I encourage learning from mistakes

Many of my students – come to me – with the view that mistake making or not getting it or not understanding is evidence of them not being a ‘maths person.’ Case closed!

Well not in my class. I think it’s worthwhile to identify where a mistake has been made, and what’s given rise to this mistake. It’s important to then take this learning forward considering, ‘in what situations could I use or apply this learning?’