Retrieved from: https://www.youtube.com/watch?v=Ukt4A5GCfQU
As Professor Jo Boaler from Stanford University explains in the video above, no one is born with a "math" brain but we all have the potential to grow and change our brain all the time. This notion is very important because from my experiences tutoring high school students in math, one of the most common statements I get from pupils is the fact that they are not a "math person" and therefore need help in math. This statement speaks to me because as we have just learnt, there is no such thing as a math person. When the students say they are not a math person, they are setting themselves up for failure. They are already creating an excuse for failure right from the beginning because according to them it is not in their nature to be a successful math person. In the education field, we call this type of thinking a fixed mindset.
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| Retrieved from: http://carriekepple.com/2015/04/24/growth- mindset-vs-fixed-mindset-which-do-you-have/ |
In order to fix this misconstrued idea of a "math person", teachers need to teach students the difference between a growth and a fixed mindset. If the teacher can get the students to change they way they think from a fixed mindset to a growth mindset, not only will the student be successful in math, but they will also be able apply this problem-solving in real world situations. In addition, by getting students to start thinking with a growth mindset, the teachers are getting students to use mathematical processes that are part of the Ontario curriculum such as problem-solving and reasoning.
Several techniques teachers can use in the classroom to change the mindsets of their students from a fixed mindset to a growth mindset can be found on mindsetonline.com. Furthermore, a study conducted by Mercer and Ryan (2010) explains how teachers play a big role in fostering a growth mindset in students. The way teachers provide feedback is crucial due to the fact that it may promote a fixed mindset if the teacher focusses on grades, or it could promote a growth mindset if the teacher pays special attention to the learning process, belief about developing the student's ability through hard work, and commenting about the learner's efforts during the feedback (p. 442).
In the end by moving away from the idea of a "math person", or in general one particular subject persons, teachers are enabling their students to broaden their abilities, while at the same time increasing confidence in the classroom. The teacher is providing a positive learning environment and more importantly, creating an atmosphere in which all students can thrive and enjoy math, rather than being disengaged and feeling discouraged.
References:
Mercer, S., & Ryan, S. (2010). A minsdet for EFL: learners' beliefs about the role of natural talent. ELT Journal, (64)4, 436-444.
Hello Bevan! I certainly think your point on there being no such thing as a "math" brain correlates to my blog as well, it's called http://mrnamnguyen.blogspot.ca/ if you wanted to check it out. I talked about how it is more about the attitude that one goes about doing any activity. So thus when applied to mathematics, if you have a positive attitude towards math, it will turn out a much better experience for you and vis versa. I liked your connection about growth mindset. If everyone acquired a growth mindset, they would have the determination, initiative, perseverance and problem solving skills that is necessary when doing mathematics! Great post.
ReplyDeleteHi Bevan,
ReplyDeleteI agree with your post, I believe that often students fall into the mindset that they just don't have a math brain or they are just not a math person. It's an easy spot to fall into. I often found myself in high school using this excuse in my English classes. But with the right teachers and encouragement, students can move away from this sort of mindset and towards an open minded approach.
Jordan Black
Hi Bevan,
ReplyDeleteI completely agree that teachers need to foster growth mindset in students. As you mentioned, many students believe they just can not do math because they do not have a 'math brain'. Students who are fixed on this idea will never improve in mathematics. Teachers need to provide an encouraging classroom environment that builds students' confidence. In doing so teachers can celebrate students' mathematical efforts and successes.
Melissa Broderick
Hey Bevan!
ReplyDeleteI absolutely love your opening quote! I also agree with everything you said! However, to contradict myself a little bit, I do believe that for some people, math does come easier. BUT that is not to say that they have a "math brain". My brother and sister like to say that I got the math gene and that's why they seem to struggle with math. However, that's not how it works. It's not a gene, or a "math brain". I genuinely believe that having a "math brain" is something that you need to work on and develop yourself! Everyone can do well and succeed in math if they're willing to put in the effort.
Thanks for sharing your thoughts!
Heather