Have you ever wondered how to further encourage a mathematical mindset in your classroom? If so, join us for a four week book study of Mathematical Mindsets: Unleashing Students’ Potential Through Creative Math, Inspiring Messages and Innovative Teaching, by Jo Boaler. We will explore the book’s recommendations on questioning for deep understanding, setting mathematical norms, and lesson design. Also, we will learn more about the power of brain elasticity, mistake-valuing, and student wonder for math.
Good evening and welcome to our summer book chat about Jo Boaler's Mathematical Mindsets! Please introduce yourself. All are welcome to join in!
#d25mathmindsets#math
A1: I think we limit students when we label them as not developmentally ready for certain topics...Boaler explained that they might need to learn some foundational or prereq skills first, but a certain age or maturity does not determine if they can learn math. #d25MathMindsets
Learning is fluid, therefore this idea of “readiness” is a misunderstanding. If the foundational knowledge is there, then the student is “ready” to move on. #d25MathMindsets
A1: I think that when we use terms like this we assume students aren't ready for certain topics in math and we limit them. With high expectations and a growth mindset this is simply not true. #d25MathMindsets
I agree with having high expectations...and for all students. Boaler noted that the potential for the brain to grow and change is also just as strong in students with special needs. #d25mathmindsets
I'm a little worried about how fast some of the kids are forced to move in this program :-{ I see a lot of kids who just cannot keep up with the pace. #d25MathMindsets@mrsjulienelson
A2: The biggest thing we can do is avoid "fixed praise," such as praising how smart a child is rather than praising what a child did. The wrong type of praise definitely adds to a fixed mindset of being "bad" or "good" at math. #d25MathMindsets
A2: Avoid fixed praise. Start with your class & model a growth mindset thru dialogue & feedback. Kids will be excited for math when the pressure to “do well” is off. #d25MathMindsets
A2: Model positive language. Post ideas of things to say around the classroom. Scripts help kids & adults alike. Send ideas home to parents. #d25MathMindsets#math
Yes, for ALL students. Ss w special needs are sometimes used to having those high expectations while some high achieving students are not as comfortable with having high expectations. Finding the sweet spot for each student can unleash math potential. #d25mathmindsets#math
A2: Giving them knowledge of this topic is key. For many parents math is taught and approached very differently now then it was when they were in school. Modeling language and having conversations at parent nights and throughout the year is crucial #d25MathMindsets
So true! And when parents try to help their kids, it creates confusion, battles at home, frustration with school/teachers. We need to educate parents. #d25MathMindsets
Parent night is such a great opportunity to model that language for parents and I love that you mentioned the follow-up. We are all learning! #d25mathmindsets
A3: In my classroom, I see a variety of responses to challenge and struggle. Some students are ready to take on any challenge, despite struggling with it while others veer away from that because they are happy with being correct and achieving the right answer. #d25MathMindsets
A3 cont.: I have seen more of a shift this year with more students embracing the struggle due to our new math curriculum. Because of the difficulty of some of the problem solving, students are experiencing more of a struggle and learning from mistakes. #d25MathMindsets
A3: Most students love the thrill of the challenge work. Some get frustrated & want to quit, esp. if they are new to the feeling. Equip with strategies & teach that by trying alone, new brain connections are forming. #d25MathMindsets#math
A3: Initially my students are scared of the struggle. It isn't until we build the trust and community in our classroom that they feel okay with the struggle. It's an ongoing conversation. We practice 'Instead of thinking this..' 'Try thinking this..' #d25mathmindsets
A3: Initially my students are scared of the struggle. It isn't until we build the trust and community in our classroom that they feel okay with the struggle. It's an ongoing conversation. We practice 'Instead of thinking this..' 'Try thinking this..' #d25mathmindsets
A4: Celebrate mistakes! I love finding “good mistakes” because they are a window into a child’s thinking. Once we see where/how the thinking was off, we can rewind/reteach. #d25MathMindsets
A4: I love Boaler's suggestion of highlighting a "favorite mistake" that is conceptual and having a discussion about where the mistake came from and why it was a mistake. #d25MathMindsets
A4: Change your classroom culture with the phrase, “What interesting mistakes did you make?” Post positive posters showing mistakes = brain growth #d25MathMindsets
A4: I love Jo's example of the teacher that would pick certain students who made mistakes to share out to the class rather than ones who got it correct #d25mathmindsets
Sometimes, however, students don't pick up on their mistakes or others. In the early primary grades, this can be really difficult! They don't know what they don't know!!! #d25MathMindsets
Today at Summer U (Primary Math), we picked out the "best mistake" during a math talk :-) It was someone who had great thinking, but just didn't get the "actual" answer. #d25MathMindsets
Number Talks (which Jo Boaler endorses) are HUGE in helping teachers understand their student's thinking and exposing students to other approaches to the same problem. #d25MathMindsets
My goal is to learn more about number talks, become a resident "expert" on them and then spread the Number Talk gospel around Windsor!! #d25MathMindsets
A5: When math becomes all about correct answers and performing, students are probably not being given enough work that challenges them and gives them the opportunity to be in "disequilibrium." The brain needs to struggle to build stronger connections. #d25MathMindsets
A5: This is my favorite shift in thinking!! Math is about learning, growing, putting yourself out there, and making mistakes. Too much competition & labeling changes this!! #d25MathMindsets
A6: One change would be to emphasize more of the mistakes and spend more time discussing why it was a mistake and how that will change our thinking when solving future problems that are similar. #d25MathMindsets
A6: I'm looking forward to shifting from letter grades to having evidence to support students just haven't mastered something 'yet' and how do we use that to grow and continue on the journey. #d25mathmindsets
A6: "I think I can, I think I can...I KNOW I can, I KNOW I can!" My new motto! Kids have convinced themselves that they won't be successful in math because of past perceived failures. We need to change those failures into celebrations of knowledge! #d25MathMindsets
Yes! The more I teach STEM/STEAM, I realize that one of the biggest take aways is the power of failing forward. That IS the lesson! #d25mathmindsets#stem#steam
