Staff Infection STOP THE SPREAD OF PERNICIOUS MATH MINDSETS THROUGH TRIO PROGRAM STAFF Anthonie Nichols, Math Specialist Student Support Services, Utah State University Mark Leavitt, Math Specialist Student Support Services, Southern Utah University

Staff Infection STOP THE SPREAD OF PERNICIOUS MATH MINDSETS THROUGH TRIO PROGRAM STAFF WHO WILL THIS SESSION BENEFIT? 1.Math Instructors/Tutors in TRiO projects, or staff in TRiO STEM projects. 2.ALL TRiO Staff 3. TRiO STUDENTS! SMALL BUT POWERFUL WAYS WE CAN IMPACT THE LIVES OF TRiO STUDENTS REGARDING MATH. Inspired in part by Research from Jo Boaler, Professor of Mathematics Education at Stanford, and Carol Dweck, Professor of Psychology also at Stanford

Staff Infection STOP THE SPREAD OF PERNICIOUS MATH MINDSETS THROUGH TRIO PROGRAM STAFF Does your TRIO office have a staff infection? Are you unknowingly infecting your students with a negative attitude toward math? Are you consciously or subconsciously validating existing negative attitudes and self- defeating behaviors? Do your own attitudes and off-hand comments reinforce barriers to taking on and completing math classes? Let’s discuss some ideas for cultivating students’ self-efficacy, persistence and a “can-do” math attitude.

FIRST, A WARM UP: Math QUIZ! #1. Fractions #2. Long Division #3. Differential Equation You have 5 minutes to complete a small quiz that is being handed out. We have obtained an agreement with all Project Directors that the issuance of your next paycheck depends on your performance on this quiz. You must pass with at least 70%. No pressure! …’gulp This will help us all relate back to a TRiO student facing a series of remedial math classes, with high stakes riding on the outcome: a decent paycheck, which depends on a decent job, which depends on earning a degree, which depends on PASSING MATH!

Feelings Common feelings about math expressed by college developmental math students: 1.Strong Negatives: A large majority (at SUU ~80%), when speaking honestly, say they “HATE” math. 2. Survival: “I just have to somehow make it through my math class,” involving cramming, memorizing, shopping for ‘easy’ instructors, and no attempt at learning or conceptualizing. 3. Avoidance: “What major can I choose that doesn’t require math?” Students will actually alter life goals to avoid math! Discuss/Describe Feelings about Math

Cultural Attitudes Our culture often makes fun of math, looks down on it, or gives math a “pass”: 1.Pokes Fun at Math: Youtube Video: “math in Mean Girls” link: (see especially 0:00-1:19 and 5:56-7:53) 2. Portrays Math as Unfathomable or “Magic”: Don’t understand, just memorize ‘tricks’. 3.Reinforces Negative Math Identity Beliefs: “You are either a math person or you aren’t.” Non-constructive Attitudes Regarding Math

TRiO Staff: Could We Be Contributing to the Problem? Discussion: How may we consciously or subconsciously be spreading the infection? 1.Speech: Off-hand comments; Attempts to Empathize Become Reinforcements for Negative Attitudes or Excuses 2.Emoting and Body Language: What does your facial expression say when you are asked to do math? 3. Math Advising/Coaching/Counseling from a ‘Survival’ or ‘Avoidance’ Perspective: We need to be careful here! Many innocuous “GOODS” can actually be “BADS” or at least “NOT-SO-GOODS.” In what ways might TRiO staff reinforce these negative feelings and/or perpetuate these cultural attitudes?

TRiO Staff: How Do We Be Sure We are Part of a Positive Solution In what ways might TRiO staff increase students’ math efficacy and a help instill a Growth Mindset for math? Staff Reinforces Negative Staff Reinforces Positive 1.FIXED MINDSET: TIED TO IDENTITY GROWTH MINDSET: CAN DEVELOP ABILITY; MIND IS A MUSCLE “I’m not a math person…” “I didn’t develop that part of my math background.” 2.TASK COMPLETION: CONCEPTUAL UNDERSTANDING: OFTEN PRAISED AS A STRENGTH IN MATH SIMPLE COMPLETION CAN BE A STUMBLING BLOCK “Are you completing all your homework?” “Are you understanding your homework?”

Staff Reinforces Negative Staff Reinforces Positive 3. TEACHER/TUTOR DEPENDENCE: INDEPENDENCE: CAN LEARN ON OWN; CANNOT DO IT ON THEIR OWN TEACHER/TUTOR ARE JUST RESOURCES “I lived in office hours when I took math.” “Did you pre-read and attempt on your own?” “Try to do your homework in tutor lab.” “Use tutors after applying *10-minute* rule.” 4. ENDURE/SURVIVE: EMBRACE OPPORTUNITY: OFTEN PRAISED AS A STRENGTH APPROACH AS A HUMAN TOOL or FUN PUZZLE “You just have to pass.” “Algebra is like a journey through centuries of “Hold on for 15 weeks.” human experience!” 5. NON-REALISTIC EXPECTATIONS: REALISTIC EXPECTATIONS: “IMPOSSIBLE” – GIVE UP (NO EFFORT) or WILLING TO EXPEND SIGNIFICANT EFFORT PROCRASTINATE in attempt to CRAM BALANCED, CONSISTENT, STEADY EFFORT “Better to take only one class if it’s math.” “Expect to spend a lot of time and effort at the beginning of new concepts. They become easier and faster over time.“

A Parting Thought for You and Your Students YOU CAN LEARN ANYTHING …INCLUDING MATH!!! Video Courtesy of Khan Academy: