A study of the attitudes toward achieving above a grade C amongst higher tier mathematics students

Abstract This study takes place in a large, mixed, 11-18 faith school in the East Midlands. Within this institution there has been a perceived emergence of a culture of low aspirations amongst higher tier GGCSE mathematics students in recent years. Teachers reported that many students were happy to aim for a grade C regardless of having targets and being capable of grades higher than this. The aim of the study was to explore these attitudes and to identify any commonalities in underlying reasons for the attitudes displayed. After reviewing current literature on the topic themes of understanding vs attainment, confidence vs challenge, enjoyment vs obligation and use value vs exchange value were identified as being key and informed the design of questionnaires given to 106 students in year 10 studying for higher tier mathematics GCSE. The mixed method research style combined the quantitative results of these questionnaires with semi structured interviews with a small group of students selected by their responses. Results showed that the reported low aspirations were much less widespread than initially thought and student aims had in general risen throughout the year. Regardless of this links were found between certain feelings toward mathematics and having lower expectations of themselves, most notably non-enjoyment of the subject indicating lower aspirations for achievement