Mixed-methods analysis reveals declining mathematical dispositions and stress-related beliefs from Grades 7 to 9 in middle school students, highlighting the value of metaphor-based assessments.
Purpose This study investigates Beijing middle school students' mathematical dispositions through metaphors, aiming to reveal emotional, cognitive, conative, and functional aspects of their dispositions, as well as how these are shaped within a specific educational context. Design/methodology/approach A mixed-methods design combines quantitative Likert-scale scoring with qualitative thematic analysis of student-generated metaphors. Findings Students' mathematical dispositions were generally neutral, although a declining trend was observed from Grade 7 to Grade 9. Metaphors reflect both recognition of mathematics' value and challenges such as negative emotional experiences, academic stress and fixed-ability beliefs. Originality/value Through a structured metaphor-coding framework, this study provides a comprehensive account of how students make sense of mathematics and their learning experiences through culturally and experientially grounded metaphors, offering an interpretive lens for understanding mathematical dispositions beyond conventional self-report measures.
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Wei et al. (2026) studied this question.
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