Term
Spring 2024
Capstone
Capstone Project
Degree Name
MAT
Facilitator(s)
Trish Harvey
Content Expert
Sara Sweeney
Abstract
It is a math educator’s job to help each student develop academic, emotional, behavioral, and social skills in a supportive and rigorous instructional environment. Reinforcing a growth mindset is the pinnacle of successful teaching and learning. However, there are always experiences that deter students from feeling like they can become successful in an area or multiple areas. Instructional time can become feared and mindsets can become fixed. It could even potentially become a lifelong source of trauma. Math is perhaps one of the most notorious content areas that induce feelings of fear, failure, and perpetual condemnation. Teaching strategies play an important role in the impact of a student's self-efficacy regarding math. Conducting instruction through math centers has research-based advantages that are shown to increase student performance holistically because of the potential to differentiate learning experiences for each student. This capstone explores how math educators can build positive student mindsets while teaching in math centers? The literature reviewed in this capstone examines student identities with mathematics, their development of mindset for learning math and the math educator’s role in developing positive mindsets and experiences for learning mathematics while investigating the benefits of adapting and differentiating math centers towards unique student learning differences.
Project Type
Standards-based Resource Database
Keywords
Achievement, Learning Styles, Mathematics, Teachers/ Teaching
Recommended Citation
Baker, Riki, "Math Educators, Positive Student Mindsets, and Math Centers" (2024). School of Education and Leadership Student Capstone Projects. 1012.
https://digitalcommons.hamline.edu/hse_cp/1012
dc_type
text
dc_publisher
DigitalCommons@Hamline
dc_format
application/pdf
dc_source
School of Education Student Capstone Projects