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abcde-fghij) 8 July 15 July, 2012, COEX, Seoul, Korea (This part is for LOC use only. Please do not change this part.)
INTRODUCTION A cloudy day is no match for a sunny disposition. ~ William Arthur Ward The preceding inspirational motif will serve as a starting point for this workshop. From the Latin dispositionem, meaning arrangement, order, mood, state of mind, Merriam-Webster Online Dictionary defines disposition as a prevailing tendency, mood or inclination; temperamental makeup; the tendency of something to act in a certain manner under given circumstances. First used in the 14th century, synonyms for disposition include tendency, inclination, temperament, nature, character, humor, attitude and personality. Disposition generally refers to an individuals aspects and habits of mind and emotion, displayed over a period of time. With this quote, Ward succinctly describes the importance of an individuals disposition. If one assumes the disposition construct exists and is important to assess, two obvious questions emerge. What is a disposition and how is it assessed? This workshop will address this question by providing a forum for discussion, grounded in research and professional literature from the fields of teacher education and, more specifically, secondary mathematics teachers disposition toward the mathematical process of problem solving. The
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BEHAVIORAL SCIENCE V. NORMATIVE APPROACH TO DISPOSITION There is debate over the nature and value of disposition. On one side there is a behavioral science approach. On the other is a normative approach (Birmingham, 2009). In the context of disposition toward problems solving, the question that differentiates these two approaches is: How can we know that a teachers positive disposition toward problem solving is valuable? In theory, in a behavioral science approach, a teachers positive disposition toward problem solving is observable in the teachers behaviors and should ultimately be linked to differences in students productive disposition toward problem solving. Productive disposition is defined as the tendency to see sense in mathematics, to perceive it as both useful and worthwhile, to believe that steady effort in learning mathematics pays off, and to see oneself as an effective learner and doer of mathematics (National Research Council, 2001, p. 131). Hypothetically, a researcher using a behavioral science approach might claim that the students of teachers identified as having a positive disposition toward problem solving would have a more productive disposition toward problem solving than the students of teachers identified as having a negative disposition toward problem solving. In contrast, a researcher using a normative approach to disposition might argue that secondary mathematics teachers should demonstrate a positive disposition toward problem solving simply because of its inherent value in the study of mathematics. Several researchers examining disposition, a term originally borrowed from the behavioral sciences, advocate for an approach rooted in the moral, normative theoretical perspective (Burant, Chubbuck, & Whipp, 2007; Noddings, 1992; Van Manen, 2000, Osguthorpe, 2008). Researchers who approach studies on disposition with behavioral and predictive models, with students math
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