Elementary Mathematics Teachers Endorse Growth Mindset, but Do They Also Harbor Ties to Fixed Mindset?

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Teaching and Learning: Multicultural Education, Mindsets, and Perceptions (Table 7)

Abstract

Having a growth mindset has many benefits – and teachers are now keenly aware of this. Because of this awareness, we sought to measure teachers’ mindset beliefs both explicitly (in a survey) and implicitly (in their responses to short video clips of mathematics lessons). Almost all teachers endorsed growth mindset on the survey and almost all also spontaneously produced growth-mindset supportive comments about the videos. However, many of these teachers also produced fixed mindset comments along with their growth mindset comments. Issues related to harboring both growth and fixed mindsets are discussed.

Authors

• Kate Curry, University of Illinois at Urbana-Champaign
  Presenting Author

• Meg Bates, University of Illinois System
  Non-Presenting Author

• Cheryl Moran, University of Chicago
  Non-Presenting Author

• Joseph R. Cimpian, New York University
  Non-Presenting Author

• Hana Kearfott
  Non-Presenting Author

• Shereen Oca Beilstein, University of Illinois System
  Non-Presenting Author

• Michelle Perry, University of Illinois Urbana-Champaign
  Non-Presenting Author