Growth mindset in math
Summary
- Many students have negative experiences in math.
- There is a pervasive myth that math ability is innate. This myth can cause students to interpret challenging work as a sign that they aren’t smart enough and, over time, can lead students to give up or become anxious in math.
- When students believe that math ability can be developed, they welcome challenges and see them as opportunities to learn.
- To see similar videos about growth mindset in math, sign up for Professor Jo Boaler’s course, How to Learn Math, and check out youcubed.org.
“Now, when I think about math, I kind of cringe and feel anxiety.”
“I hate it a lot.”
“I think a lot of people have said to me, like 'We know math isn't your thing, but that's okay because something else is your thing.'”
“I feel very stupid, like I don't belong in that academic world, when I think about math. It basically drives me away from pursuing higher education.”
How many times have you heard statements and stories like these? Underlying these negative experiences is the pervasive that math ability is innate. Some people are born with the math gene, and others just aren't math people.
When students believe that math intelligence is a fixed trait, they interpret challenging work as a sign that they just aren't smart enough, and, as a result, often give up or become extremely anxious. If you're just not a math person, what's the point of trying?
But when students believe that their math ability can be developed, their experiences can be drastically different. Instead of shrinking from challenges, they welcome challenges and see them as opportunities to learn.
In this course, you'll learn what a growth mindset is, why it's so important, and practices to try in the classroom to support students in becoming motivated and resilient math learners.