Written Feedback as a Window into Teachers’ Mindset Beliefs in Elementary Mathematics

• In Event: AERA Roundtable Session Sunday 1:45 pm
  In Roundtable Session: Beliefs, Practices, and Identities: Reframing Mathematics Teaching Through a Human-Centered Lens

Abstract

Teachers’ written feedback in math classrooms communicates powerful messages about students’ ability and potential. Grounded in Mindset Theory, we analyzed 541 teachers’ written responses to student math work, randomly assigned with student photos varying by race and gender. Using a theory-driven coding scheme, we examined how feedback aligned with growth, fixed, or neutral mindsets. Most teachers used growth-oriented language, and fixed mindset comments were rare. However, feedback patterns varied subtly by student identity: Black girls received the least growth-oriented and most neutral feedback, while White and Black boys received more growth-oriented feedback. These patterns suggest that even mindset-supportive teachers may unintentionally mirror societal biases. Findings highlight the need for equity-focused professional development around mindset-aligned, identity-affirming instructional language in mathematics.

Authors

• Kyle A. Moreno, University of Southern California

• Yasemin Copur-Gencturk, University of Southern California