Math is beautifully intimidating: Analyzing the conflict between teacher affective disposition and observed positioning-by-others

Teacher productive disposition is considered as one of the key strands mathematical proficiency. Teacher<i> </i>disposition and positioning (disposition in action) toward mathematics influence student learning. However, teachers’ does not always translate into classroom, vice versa. In this study, we selected teacher dis/position unit analysis to explore phenomenon two middle school self-reported affective observed positioning-by-others. Grounded theory relationship between positioning-by-others was examined utilizing a cross-case analysis. Results study indicate that dispositional characteristics such attitude, self-concept, nature were significantly different cases. The findings also suggest interconnectedness core positional situatedness could potentially contribute understanding addressing complexity teaching learning classroom.