The paper discusses an on-going research project that studies student and teacher conceptions and dispositions of mathematics. Conceptions are views that students hold of a subject, and what they believe is required in learning and doing it. Dispositions are beliefs or tendencies to exhibit a frequent, conscious and voluntary behavior directed towards learning a subject. The study addresses the following questions: (1) What are student/teacher conceptions of mathematics as a discipline? (2) What are student/teacher conceptions of the application of mathematics in everyday life? (3) What are student/teacher conceptions of the links between mathematics and its applications in the work environment? (4) How do student/teacher conceptions towards mathematics influence their dispositions of how to learn/teach the subject? (see Atallah, Bryant & Dada, 2009). The ongoing research builds on a study on student conceptions of mathematics, conducted in the United Arab Emirates (see Atallah, 2004). Our interest in conceptions and dispositions stems from our observations as mathematics educators and researchers. Our views on the difficulties encountered in teaching and learning mathematics build on these observations, and on mathematics education research. We also feel the need for an international dialogue to help us better understand factors impeding student learning of mathematics. Conceptions as views that students hold of mathematics and what they believe is required in learning and doing mathematics (Oaks, 1994). Student conceptions of mathematics affect the quality of their learning (Frid and White, 1995) and are influenced by their classroom experiences (Schoenfeld, 1989). Damon (2005) defines a disposition as trait that “disposes a person toward certain choices and experiences that can shape his or her future”. Dispositions, amongst others, impact teacher conceptions of the subject they are teaching (Damon, 2005). Furthermore, teaching approaches are partly influenced by conceptions of mathematics (Kuhs and Ball, 1986).

The study utilizes qualitative and quantitative procedures, with triangulation of data through using surveys, interviews and focus groups. Research stages include a review of literature, instrument design, data collection and analysis, results and recommendations, research disseminating through conferences and publications, and cross-cultural extension. The study also emphasizes the development of reliable and valid instruments to measure conceptions and dispositions of mathematics. The research sample includes high school and tertiary students and their mathematics instructors.

The study results in recommendations for facilitating student learning, improving teacher preparation programs, and mathematics curricula to become more relevant to the challenges of the global economy.