A recent study from PERTS (Project for Education Research That Scales) at Stanford University emphasises a pivotal shift in understanding how to effectively nurture a growth mindset among students. This research challenges the prevailing notion that a teacher’s beliefs about mindset are the main drivers of student outcomes. Instead, it underscores the impact of practical classroom actions.
The Core of the Research
The study, spearheaded by Dr. Kathy Liu Sun, a mathematics education researcher at Stanford, scrutinises the relationship between teachers’ classroom practices and their students’ mindset in mathematics. Dr. Sun’s research involved a detailed survey and observation of 40 teachers and 3,400 students over an academic year.
Surprising Findings on Growth Mindset
Contrary to what might be expected, the study revealed no direct correlation between teachers who hold a growth mindset and their students developing the same. Rather, it was the teachers’ actual classroom practices that influenced whether students adopted a growth or fixed mindset.
Practices That Promote a Fixed Mindset
Teachers with a one-dimensional view of maths, who believe that success in the subject is about learning fixed procedures and facts, tend to engage in practices that inadvertently foster a fixed mindset among students. Such practices include:
- Grouping students by ability and setting different expectations based on these groups.
- Limiting opportunities for low achievers to contribute meaningfully.
- Focusing on speed and accuracy over process and understanding.
- Restricting students to a single attempt to demonstrate their learning.
These actions reinforce the notion that mathematical ability is static and predetermined, which can demotivate students and stifle their belief in personal growth through effort and learning.
Encouraging a Growth Mindset with Multidimensional Views
Conversely, teachers who view maths as a dynamic field involving various problem-solving methods were more successful in instilling a growth mindset. Their practices include:
- Mixed ability grouping and promoting an inclusive environment where every student can contribute.
- Encouraging students to explore different problem-solving methods and think conceptually.
- Emphasising effort, strategy, and the learning process rather than just correct answers.
- Using formative assessments to guide learning and allowing students to revise their work.
These approaches communicate that all students can improve and succeed through persistence and learning, thus fostering a growth mindset.
Key Takeaways and Future Directions
The study suggests that while endorsing a growth mindset is positive, it is the tangible actions taken by teachers in the classroom that truly help students develop such a mindset. This highlights the need for educators to align their practices with growth mindset principles actively.
About PERTS
PERTS is an applied research centre that collaborates with educational institutions to enhance student motivation and success. Their work is crucial for educators looking to implement research-backed strategies to improve learning outcomes.
For further insights into common misconceptions about growth mindset, visit Mindset Misconceptions: Trying Hard ≠Growth Mindset.
This briefing offers essential strategies for educators seeking to foster a nurturing and effective learning environment. By focusing on actionable practices rather than merely espousing beliefs, teachers can make a profound impact on their students’ attitudes toward learning and personal development.
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