Supporting a Growth Mind-Set in the Early Elementary Math Classroom via Teacher Feedback

• In Event: Marriott Roundtable Session 4
  In Roundtable Session: Motivational Dynamics in Mathematics and Science

Abstract

This study examines the frequency with which teachers use different types of feedback, especially that which is thought to support a growth mindset. Five first-grade math lessons averaging 15:25 minutes in length (77:07 minutes total) were transcribed and analyzed. Feedback utterances were coded according to Tunstall and Gipps’ (1996) feedback typology. They were further coded for supportiveness of growth mindset according to three topics: strategies and effort used, practice leading to individual progress, and challenges and failure leading to learning. The majority of the feedback used by each teacher in the study was growth mindset-supportive, although the specific kind of feedback favored by individual teachers varied. Examples of growth mindset-supportive feedback are given and implications are discussed.

Author

• Kate Curry, University of Illinois at Urbana-Champaign