Will developing a growth mindset increase achievement of all students in a mixed ability math group?

Seminar Title

Will developing a growth mindset increase achievement of all students in a mixed ability math group?

Growth Mindset

2nd Grade

Elementary

Mathematics

All Disciplines

How ideal would it be if all students recognized that the amount of effort and time they give to anything impacts their growth in that area? Would you like students to persevere through challenges? Are you looking for a way to increase achievement in all students? Then growth mindset just might be the thing for you! No matter what level or discipline you teach or the age of you or your students, fostering a growth mindset can positively impact attitudes and achievement. By teaching how the brain grows and why it is important to embrace failure, mistakes, and challenges, students are shown that anyone has the potential to thrive when effort, practice, time, and perseverance are involved. There will always be times when we and our students are in a fixed mindset. Learning to recognize when that is and applying self talk can help switch to a growth mindset, impacting learning and outcomes. If you would like to discuss growth mindset and share and learn tips about developing growth mindset in your class, this is the session for you!

The question guiding my research, how to increase achievement in all math students, stems from frustration during end of year data meetings when inquiries arise as to why students did not make their growth goals in math, specifically in tier one. A review of literature conducted around increasing math achievement in all students showed implementing growth mindset could be a successful way to obtain these achievement results. My review of literature revealed four areas of focus necessary for implementing a growth mindset: 1) teaching how the brain grows, or neuroplasticity, 2) understanding why mistakes and failure are important for learning and growing the brain, 3) providing challenging, open ended math problems to develop relationships between concepts, and 4) relating praise or feedback to the process and effort rather than intelligence. Changes to instruction included growth mindset lessons in the four areas, using the document camera to look at student work while sharing in conversations about mistakes and levels of understanding, and learning how to recognize fixed mindset phrases and feedback while working to change the language to that which would promote a growth mindset. Using a pre and post math mindset survey, comparing initial knowledge of brain function to understanding after instruction, having students participate in code. org, and looking at fall and winter aFast Math scores has shown me that implementing a growth mindset can impact perseverance, attitudes, and achievement. However, I am finding that growth mindset education needs to be an ongoing process. Visual reminders, cues, daily practice in the four areas of implementation, and multiple opportunities for reflection are helpful. As a result of implementing growth mindset instruction, I recognize the importance of being intentional with focusing on the four areas daily. Mindset can change from moment to moment which makes self-checks or reflecting on ones current state of mindset important. My next steps include seeking more ways to include open ended math problems and how to further teach strategies for dealing with setbacks.