Accessing and Assessing Components of Elementary and Middle School Students’ Mathematical Disposition Through Metaphors

This study examined student-generated metaphors comparing food to math as a means of accessing and assessing components of prekindergarten through Grade 8 students’ (N = 306) mathematical disposition. Previous research provided insight into predominantly affective components of older students’ mathematical disposition (i.e. Grade 4 through college). However, we extend these findings to include nonaffective components and younger students. Our study highlights the value in conceptualizing mathematical disposition as the sum of three mental functions, namely cognitive (e.g., mental processes such as reasoning), affective (e.g., attitudes, feelings, beliefs about mathematics or oneself as a learner), and conative (e.g., effort, grit, or level of challenge), and whose components may span multiple categories of these mental functions. Our study also extends the research on mathematical disposition by revealing that it is conditional in addition to being complex. Furthermore, several notable grade-based trends from data emerged in relation to students’ enjoyment of mathematics as well as their views regarding the applicability, prevalence, and variety and complexity of mathematics.