Abstract
There is increasing evidence that holding a growthmindset in mathematics, and hence a belief in the capacity for change, pays dividends in terms of mathematical engagement and attainment. However, much mathematics education policy and practice in England is embedded in fixedtrait theories; a belief that some people can do mathematics and some people cannot. Drawing on a wider mixedmethods study involving 284 pupils and 13 teachers in two primary schools, this research used attitudinal questionnaire and interview data to identify pupils' prevailing mindsets in primary mathematics. Pupils were found to hold predominantly fixedtrait theories strongly grounded in a biological discourse. The potential implications of these perceptions are examined.
Original language  English 

Title of host publication  9th Congress of European research in mathematics education 
Place of Publication  Prague, Czech Republic 
Pages  00 
Number of pages  1 
Publication status  Published  1 Feb 2016 
Event  9th Congress of European research in mathematics education  Charles University in Prague, Prague, Czech Republic, 4th8th February 2015 Duration: 1 Feb 2016 → … 
Conference
Conference  9th Congress of European research in mathematics education 

Period  1/02/16 → … 
Keywords
 primary mathematics
 ability
 growthmindset
 fixedmindset
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Rachel Marks
 School of Education  Principal Lecturer
 Teaching, Learning and Professional Lives Research and Enterprise Group
Person: Academic