Is Mathematics T.I.R.E.D? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom

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Development and Validation of the Mathematical Resilience Scale (2016, background): “…attitudes 218 Measurement and Evaluation in Counseling and Development 49(3) with students of higher ability levels (Reuman, 1989) and may experience these comparisons as reflective of an elitism described by a student in a study by Nardi and Steward (2003) as, “they just seem so clever” (p. 359).”
“I would rather die”: reasons given by 16-year-olds for not continuing their study of mathematics (2008, background): “This is consistent with findings from more recent studies about attitudes (e.g., Nardi and Steward 2003; Kyriacou and Goulding 2006).”
Emotion and disaffection with school mathematics (2013, methodology): “In the TIRED framework identified by Nardi and Steward (2003), the Tedium, Isolation, Rote learning and Depersonalisation appear custom designed to produce boredom, and the evidence here supports this.”
(Developing) Teacher Discourse Moves: A Framework for Professional Development* (2013, background): “For example, these issues have been shown to affect high-achieving girls (Boaler, 1997), as well as a large group of students who are silently disengaged from these activities (Nardi & Steward, 2003).”
Against the odds: resilience in mathematics students in transition (2011, background): “Most students in England complete their compulsory education (School) at age 16 by taking the General Certificate of Secondary Education (GCSE) qualifications.”