There's no limit : mathematics teaching for a growth mindset
Abstract/Contents
- Abstract
- People's beliefs about math ability tend to fall along a spectrum, ranging from a fixed mindset, the belief that ability is innate and limited, to a growth mindset, the belief that ability is malleable and can be developed (Dweck, 2006). Despite evidence supporting the value of growth mindsets for student achievement, little is known about how teachers might influence student mindsets, particularly in relation to mathematics -- a subject where fixed mindset beliefs abound. To further our understanding of math teachers' potential influence on student mindset, this study seeks to examine: a) the relationship between teacher beliefs and student mindset, b) how mindset messages might be communicated in the mathematics classroom, and c) how instruction varies across teachers with different mindset beliefs. This study contributes to our understanding of domain specific mindset beliefs and has implications for math teacher training and practice.
Description
| Type of resource | text |
|---|---|
| Form | electronic; electronic resource; remote |
| Extent | 1 online resource. |
| Publication date | 2015 |
| Issuance | monographic |
| Language | English |
Creators/Contributors
| Associated with | Sun, Katherine Liu | |
|---|---|---|
| Associated with | Stanford University, Graduate School of Education. | |
| Primary advisor | Boaler, Jo, 1964- | |
| Thesis advisor | Boaler, Jo, 1964- | |
| Thesis advisor | Dweck, Carol S, 1946- | |
| Thesis advisor | Stipek, Deborah J, 1950- | |
| Advisor | Dweck, Carol S, 1946- | |
| Advisor | Stipek, Deborah J, 1950- |
Subjects
| Genre | Theses |
|---|
Bibliographic information
| Statement of responsibility | Kathy Liu Sun. |
|---|---|
| Note | Submitted to the Graduate School of Education. |
| Thesis | Thesis (Ph.D.)--Stanford University, 2015. |
| Location | electronic resource |
Access conditions
- Copyright
- © 2015 by Katherine Liu Sun
- License
- This work is licensed under a Creative Commons Attribution Non Commercial 3.0 Unported license (CC BY-NC).
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