Which of the following defines 'productive disposition' in the context of mathematical proficiency?

In the context of mathematical proficiency, 'productive disposition' refers to a positive attitude towards mathematics that encompasses a willingness to engage with and solve mathematical problems. This concept emphasizes not only the importance of being able to perform mathematical tasks but also the mindset and habits of thought that encourage individuals to see value in mathematics, embrace challenges, and persist in problem-solving efforts.

A productive disposition entails viewing mathematical tasks as engaging and doable, fostering a sense of curiosity and an eagerness to explore various approaches to mathematical problems. This approach promotes resilience in the face of difficult problems and a belief in one's own mathematical abilities, leading to a deeper understanding and appreciation of the subject.

In contrast, the other options represent negative or limited attitudes towards mathematics. An unwillingness to participate, a solely observational approach, or a narrow focus on basic computation fails to capture the proactive and engaged mindset that characterizes a productive disposition. Therefore, the definition that highlights a willingness to solve and engage with problems aptly reflects the essence of what a productive disposition entails in the realm of mathematical proficiency.