Quantifying Habitus: A starting point for measuring educational outcomes in mathematics

Harris, Sophie Jade (2025) Quantifying Habitus: A starting point for measuring educational outcomes in mathematics. Doctoral thesis (PhD), Manchester Metropolitan University.

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Abstract

Mathematics continues to serve as a critical gateway to further education and career opportunities (National Numeracy, 2023). However, international comparisons such as TIMSS and PISA reveal persistent underperformance in mathematical attainment in the UK compared to countries like Singapore and China. In response, the UK implemented the 2016 Teacher Exchange Programme and adopted the mastery method of teaching, aiming to raise national attainment levels. Yet, longitudinal evaluations revealed limited success, highlighting the need to consider the social and cultural dimensions that influence pupil outcomes (Boylan et al, 2019). This quantitative study addresses this gap by introducing and operationalising the concept of Mathematical Habitus, drawing on Bourdieu’s theory of practice (1977) and framed through a critical realist lens. The study applies the Harris Dispositional Framework to investigate how demographic, social, and cultural factors shape mathematical dispositions and practices. Data were collected from 10 secondary schools in North West England, including 1,759 Year 9 pupils, 341 parents, and 62 mathematics teachers. Validated measures were developed to assess pupils’, parents’ and peer attitudes toward mathematics, In-School and Out-of-School Value, Mathematical Relevance, Mathematical Confidence and Mathematical Habitus. Regression and multilevel modelling were used to identify the strongest predictors of Mathematical Habitus. Findings show that gender, ethnicity, and parent and peer attitudes significantly influence Mathematical Habitus. Pupils’ perceptions of the value and relevance of mathematics emerged as key factors. The study also raises concerns about the inadequacy of current data collection methods used in educational policy and research, which often fail to reflect pupils’ lived experiences. Consequently, many interventions risk being ineffective or reinforcing existing inequalities. This research contributes a replicable methodological framework, advances theoretical understanding of mathematical practices, and calls for further large-scale research to better inform educational practice.