Abstract
AbstractMathematical dispositions, or an individual's behavioral (i.e., things they say and do), cognitive (i.e., attention and memory), and affective (i.e., emotions and beliefs) tendencies related to mathematics, are critical to the learning of mathematics and choices related to STEM. Previous research has suggested that adult learners may possess unproductive mathematical dispositions, such as high math anxiety and low math self‐efficacy. This paper argues that unproductive mathematical dispositions may serve as a barrier to adult learners' STEM choices and provides strategies and techniques to help move adult learners towards productive mathematical dispositions and potentially stronger attraction to STEM fields.
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