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Developing a mathematical growth mindset : a case study of three elementary teachers

University of British Columbia

This case study explores how professional development experiences might impact teachers' development of a mathematical growth mindset. Within the framework of BC's redesigned curriculum, a collaborative inquiry approach is adopted. A review of current literature around mindsets for learning, teacher beliefs, professional development and teaching pedagogy is reviewed. Within the case study, an interview process was used to determine each individual teacher's area of focus for a series of three collaborative co-planning and co- teaching lessons. The researcher's perspective is documented from a participatory action research stance. This case study was used to facilitate meaning making opportunities rather than knowledge accumulation. A pre- and post- interview with each teacher was used to determine the change in mathematical mindset over time. Findings indicate that teachers did change their definition of mathematical growth mindset. Using a collaborative inquiry approach enabled teachers to access current research and deepen their understanding of a mathematical growth mindset.

Text

2019-03-04

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/68449

Education

University of British Columbia

UBCO

http://creativecommons.org/licenses/by-nc-nd/4.0/