Term

Spring 2022

Capstone

Capstone Project

Degree Name

MAEd

Facilitator(s)

Julia Reimer and Melissa Erickson

Content Expert

Jessica Baker

Abstract

Carol Dweck’s research in fixed and growth mindsets has garnered attention in mathematics education, especially as the frustration of students of mathematics becomes more apparent with new or more difficult content. The literature review and subsequent project seeks to answer the question: How can teaching high school students about growth mindset affect their attitudes toward mathematics learning and academic achievement? Research demonstrates that students with a growth mindset perform better academically than students with a fixed mindset. While these mindsets may be more inherent in nature, students have the potential to develop a growth mindset through classroom learning and skill building. Integrating growth mindset into classroom practices presents an opportunity for school and district educators to stretch students’ perspectives about learning and find success in mathematics. By teaching students to understand the relationship between learning and mindset, we may empower them to take on the responsibility of deepening their understanding of the content taught in the classroom. With this aim, the project consists of a series of professional development sessions for mathematics educators, instructional coaches, and administrators to understand growth and fixed mindsets, learn teaching strategies to help students develop a growth mindset, and reflect on current and future classroom practices that may lead to a student’s growth mindset.

Project Type

Professional Development

Keywords

Achievement, Mathematics, Staff Development

Additional Files
Sneider, Katherine Project.pdf (167 kB)

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text

dc_publisher

DigitalCommons@Hamline

dc_format

application/pdf

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School of Education Student Capstone Projects

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