How might the introduction of growth mindset lessons influence the self-perception of math ability?

Seminar Title

How might the introduction of growth mindset lessons influence the self-perception of math ability?

Growth Mindset

2nd Grade

Elementary

Mathematics

All Disciplines

The presentation of an exciting new concept to a class could be met with enthusiasm, apathy, or trepidation. Too often when my students were informed about our next task their tiny faces expressed concern. I wanted to try to alleviate that concern, and instead inspire them to greet challenges with zeal by helping them to understand the difference between a growth or fixed mindset. I targeted the area of math, where students often have an intrinsic fear, to determine whether the implementation of growth mindset education would change their view of their ability. An apprehension when working with math, or any new concept can be found at all stages of life. I believe this is applicable to all disciplines and ages. If you are interested in exploring the effects of growth mindset lessons on student self-perception, as well as the implications this may have on academic performance, this is the session for you!

The question guiding my research is as follows: If I introduce growth mindset with targeted lessons, and continue to reinforce the concepts throughout the year will students’ self-perception of their math ability improve? A review of the literature indicated that a person’s mindset can influence their ability to acquire and retain knowledge. A growth mindset, as opposed to a fixed mindset, allows for the opportunity to remain open to new or difficult concepts. Research has shown that the human brain has the ability to continue to develop throughout our lives. In fact, our brain acts as a muscle, able to grow or shrink dependent upon use. Several factors affect our ability to learn, such as: belief in our abilities, viewing struggle as productive, and embracing mistakes. These findings influenced my decision to become more purposeful with lessons and verbiage in the classroom. During the first weeks of school I incorporated a lesson or story each day, encouraging students to utilize a common language. A classroom bulletin board displayed the most common phrases, creating a visual which could be referred to by both students and teacher. Motivational phrases were also incorporated into our weekly routine. This laid the foundation upon which a more confident student could develop. Assessing a change in attitude and self-perception of ability was determined using several different focal points. A math survey, given on the first day of school, then again at the midpoint of the school year would determine if their attitude had altered throughout the year. Comparing diagnostic and summative math scores would also exhibit whether there had been a change. The final component was observation. How were students responding to the tasks presented before them? Was growth mindset language only used when prompted, or had it become embedded in their daily life? These would be used to determine whether targeted application of growth mindset lessons and concepts had influenced students belief in their math ability. Through my research I have learned to incorporate the language and practices of growth mindset into lessons. While initial introduction required additional time, once the groundwork had been laid reinforcement and monitoring was integrated into daily routines. It was essential that I not only monitor students language and behavior in regards to their learning, but my own as well. Acknowledging that it is easy to slip back into nondescript phrases praising unsubstantial effort, especially during times of stress created an atmosphere where recovery rather than perfection was paramount. With the assimilation of growth mindset into our classroom environment I observed students more readily accepting challenging tasks. Where once the page would remain blank, now attempts were being made. Students also began to seek out peers for suggestions and assistance. The stigma of “not knowing” was vanquished. A student who excels at math, but finds reading a challenge would have no qualms asking another child to help them read a story problem or set of directions. That child in turn readily offered assistance on a new math concept. Learning became a quest rather than a daily grind. As a result of my experiences with growth mindset in the classroom I will continue to develop strategies to incorporate growth mindset and leadership skills into our community. Monitoring their progress in academic areas will provide students the opportunity to observe the results of their efforts. I strive to foster independence and an intrinsic motivation to learning. Developing more opportunities for students to shoulder responsibilities, both in the classroom and in our community as a whole, will develop a sense of worth and ownership. These are areas I am interested in exploring.