Longitudinal Changes in Preservice Elementary Math Teachers’ Mindsets Across Three Courses

• In Event: AERA Poster Session Sunday 7:45 am
  In Poster Session: Belief Systems at Work: Mindset and Achievement Goal Research

Abstract

This longitudinal study investigated changes in preservice elementary teachers’ mindset beliefs and instructional orientations across a three-course mathematics methods sequence. Using survey data from six time points (N = 1,013 participants with M = 415 responses at each time point on average), we found steady declines in fixed mindset beliefs and increased endorsement of growth-oriented beliefs about students’ abilities and participants’ own abilities. These shifts coincided with decreasing support for rules-based instruction and increasing alignment with inquiry-based, student-centered approaches. Results suggest that sustained engagement with growth-minded pedagogy aligns with positive change in preservice teachers’ beliefs and instructional visions. Findings underscore the value of embedding mindset development within teacher preparation to promote instructional practices that support equitable, challenge-supportive mathematics learning environments.

Authors

• Kahyun Lee, University of Houston

• Allison Master, University of Houston

• Carrie Cutler, University of Houston

• Suppanut Sriutaisuk, Chulalongkorn University

• Justin T. Burris, University of Houston