Teachers' Conceptions of the Term 'Success' in Mathematics Classrooms

‘Success’ is a frequently cited yet ambiguously defined term in mathematics education, often carrying contradictory meanings and messages. We surveyed 139 Australian teachers of mathematics to determine their conceptions of ‘success’. This paper documents teachers’ responses to an alternate word or phrase for ‘success’. Thematic analysis highlighted teachers’ consistent conceptions of ‘success’ as mathematical proficiency and underscored the critical omission of productive dispositions from the Australian Curriculum’s mathematical proficiency. These findings open conversations about ‘success’ to encourage more positive, productive engagement with mathematics.