Abstract
The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.
Highlights
Teacher change is hard; over the last several decades, researchers and teacher leaders have attempted to improve the teaching of mathematics with different forms of professional development, but ineffective procedural mathematics teaching has endured [1,2]
In the study that is the focus of this paper, we will report upon an unusual teacher learning opportunity that focused upon eradicating the myth that only some students can learn mathematics to a high level, through an online course supported by face-to-face meetings
We propose that the success of the Mathematical Mindset Intervention, while drawing from a multitude of effective practices that were both embedded in the online course and enacted by the County office leaders, rests upon the two central factors that we discuss below: The different forms of the Mathematical Mindset PD worked to eradicate the learning myths that had held up the teachers and the learners
Summary
Teacher change is hard; over the last several decades, researchers and teacher leaders have attempted to improve the teaching of mathematics with different forms of professional development, but ineffective procedural mathematics teaching has endured [1,2]. The success of the teacher learning initiative centered upon the opportunities teachers received to change ideas about their own potential as learners that differed from those they had received as learners of mathematics. As teachers reconsidered their own potential as learners, they became open to new relationships with students and new forms of teaching. The idea that some of us are “math people” and some are not is a myth that pervades Western society This damaging idea has been challenged in recent years by neuroscience showing that mathematics is a subject, like all others, that is learned through hard work and practice. A range of studies have demonstrated the neuroplasticity of the brain and the potential of all students to grow
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