The four proficiency strands plus one?: Productive disposition and the Australian Curriculum: Mathematics

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 productive disposition 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 teachers can 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.