This paper investigates how one sampled learner’s mathematical learning dispositions
evolved within the context of his participation in a weekly after school mathematics club over
a one year period. The study is informed by Kilpatrick, Swafford & Findell’s (2001)
definition of a productive disposition (the fifth strand of mathematical proficiency) and Carr
& Claxton’s (2002) three indicators of key learning dispositions. This paper analyses the
shifting nature of Saki’s responses to an instrument focused on learning dispositions and
points to ways of extending dispositional definitions and frameworks. We use Saki’s learning
story to illuminate the way in which restricted mathematical learning dispositions,
particularly in terms of sense making and resourcefulness, can impede mathematical
proficiency progress and thus require increased attention.