Term
Spring 5-11-2016
Capstone
Thesis
Degree Name
MAT
Primary Advisor/Dissertation Chair
James Brickwedde
Secondary Advisor/Reader One
Michael Wallus
Peer-Reviewer/Reader Two
Elizabeth Gillaspey
Abstract
How is teacher mindset reflected in instructional practices within the elementary mathematics classroom? Drawing from Dr. Carol Dweck’s and Dr. Jo Boaler’s mindset research and N. Webb’s and E. Fennema’s studies of teacher instructional practices, this research focuses on how teacher mindset is tied to interactions with elementary math students. This research also draws from Dr. Jo Boaler’s extensive work with mindset research. Teachers send strong messages to students every day about their students’ ability to achieve and grow. Growth mindset messages tell students they are capable, while fixed mindset messages may hinder a student’s growth. In the interest of equitable education for all students, a teacher’s mindset matters. This capstone considers the linkage between teacher mindset and practice. Themes and findings include the idea that mindset is malleable, teaching and learning are lifelong pursuits, and all people are capable.
Research Methodology
Case Study, Interview, Observation, Survey
Keywords
Mathematics, Reflective Practice, Teachers/ Teaching, Mindset
Recommended Citation
Hall, Charity, "Mindset and Instructional Practices in the Elementary Mathematics Classroom" (2016). School of Education and Leadership Student Capstone Theses and Dissertations. 4121.
https://digitalcommons.hamline.edu/hse_all/4121