There's no limit [electronic resource] : mathematics teaching for a growth mindset
- Kathy Liu Sun.
- Physical description
- 1 online resource.
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|3781 2015 S||In-library use|
Item is featured in an exhibit Item is featured in exhibits
- Sun, Katherine Liu.
- Boaler, Jo, 1964- primary advisor.
- Dweck, Carol S., 1946- advisor.
- Stipek, Deborah J., 1950- advisor.
- Stanford University. Graduate School of Education.
- 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.
- Publication date
- Submitted to the Graduate School of Education.
- Thesis (Ph.D.)--Stanford University, 2015.
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