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Beyond the Rhetoric: Math Instruction to Support Student Growth Mindset
Mon, May 1, 8:15 to 9:45am, Henry B. Gonzalez Convention Center, Floor: Ballroom Level, Hemisfair Ballroom 2Abstract
This paper examines how math teachers might contribute to students’ beliefs about their own math potential (mindset). This paper examines how teachers with different mindset beliefs communicated more fixed mindset (math ability is a fixed trait) or growth mindset (math ability is a malleable trait that can grow/improve) messages to their students through their instruction. This paper finds teacher mindset beliefs do not always align with their instructional practice (e.g., some teachers with more of a growth mindset communicate more fixed mindset messages). This paper also highlights instances where teachers sent “mixed mindset messages,” concurrently communicating more fixed and growth mindset messages to students. Findings have implications for those interested in better supporting student development of a growth mindset.