eCite Digital Repository

Raising attainment: what might we learn from teachers’ beliefs about their best and worst mathematics students?


Beswick, K, Raising attainment: what might we learn from teachers' beliefs about their best and worst mathematics students?, Teaching and Learning in Maths Classrooms, Springer International Publishing, C Andra, D Brunetto, E Levenson, P Liljedahl (ed), Switzerland, pp. 95-106. ISBN 978-3-319-49231-5 (2017) [Research Book Chapter]

Copyright Statement

Copyright 2017 Springer International Publishing AG

DOI: doi:10.1007/978-3-319-49232-2_10


Teachers’ beliefs about the capacities of students to learn mathematics have been linked to the environments that they establish in their mathematics classes, the pedagogy they employ, and what they see as appropriate goals for mathematics teaching. Eighteen teachers of secondary mathematics were asked to describe the best and the worst students of mathematics that they were currently teaching, and to describe how they planned to ensure that each student made progress in his/her mathematics learning in the coming year. The findings highlight the potential of efforts to teach mathematical thinking as defined by the proficiency strands of the Australian Curriculum: Mathematics, as well as particular work habits, to enhance the attainment of students perceived as less capable.

Item Details

Item Type:Research Book Chapter
Keywords:teacher perceptions, student attainment
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Mathematics and numeracy curriculum and pedagogy
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Teacher and instructor development
UTAS Author:Beswick, K (Professor Kim Beswick)
ID Code:110237
Year Published:2017
Web of Science® Times Cited:5
Deposited By:Education
Deposited On:2016-07-21
Last Modified:2018-05-29

Repository Staff Only: item control page