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Using Productive Disposition to Differentiate Between Students' Level of Precision When Critiquing a Peer's Work
Author(s) -
Gilbert Melissa C.
Publication year - 2014
Publication title -
school science and mathematics
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.135
H-Index - 2
eISSN - 1949-8594
pISSN - 0036-6803
DOI - 10.1111/ssm.12086
Subject(s) - disposition , competence (human resources) , psychology , mathematics education , task (project management) , pedagogy , social psychology , management , economics
This study examined the productive disposition of pre‐algebra students who demonstrated similar knowledge of the focal content but varied in other academic behaviors expected in the Common Core State Standards for Mathematics ( CCSSM ). Specifically, the study considered students' attention to precision when critiquing a peer's work. The comprehensive definition of productive disposition used included task values (interest, utility), an ability belief (efficacy), three personal achievement goals, and negative emotions. As hypothesized, the 61 students who provided a more precise critique reported higher productive disposition (in particular, significantly higher mastery‐approach personal achievement goals and less frequent negative emotions) than the 79 students who provided a basic critique. These findings illustrate how productive disposition can inform assessments of mathematical competence within the CCSSM recently implemented across the U nited S tates.