1. AAML Leaders’ Conference
Growth vs. Fixed Mindset
Why is the important to instructional facilitators?
AAML Leaders’ Conference

2. Carol Dweck’s Work Mindset: The New Psychology of Success (book)
The Perils and Promises of Praise (article)

3. Common Teacher Beliefs
“Praising students’ intelligence builds their confidence and motivation to learn.”
“Students’ inherent intelligence is the major cause of their achievement in school.”
Number 1 is false and number 2 is harmful.

4. Fixed Mindset
Students care first and foremost about how they’ll be judged: smart or not smart.
They reject opportunities to learn if they might make a mistake.
When they do make a mistake or reveal a deficiency, rather than try to correct it, they try to hide it.

5. Fixed Mindset
These students are afraid of effort because effort makes them feel dumb.
They belief that if you have the ability, you shouldn’t need effort.
They seek tasks that will prove their intelligence and avoid tasks that might not.
These students do not recover well from setbacks.

6. Fixed Mindset
When first confronted with a mathematical concept that is not obvious (usually in algebra):
“What if I am not as good at mathematics as I thought I was?”
“What if the other kids understand and I don’t?”
“Who cares about this stuff? It’s for nerds.”
“I could do it if I wanted to, but it is so boring.”
“You don’t see CEOs and sports stars solving for x and y.”

7. Growth Mindset
These students believe that their intellectual ability is something they can develop through effort and education.
They do not believe they can become an Einstein or Mozart, but they understand that Einstein and Mozart put in years of effort to become who they were.

8. Growth Mindset
When student believe they can develop their intelligence they focus on doing just that.
They do not worry about how smart they appear, they take on challenges and stick to them.
These students care about learning.
When they make a mistake or exhibit a deficiency, they correct it.

9. Growth Mindset
Effort is a positive thing for these students. It ignites their intelligence and causes it to grow.
In the face of failure, these students escalate their efforts and look for new learning strategies.

10. Growth Mindset
When first confronted with a mathematical concept that is not obvious (usually in algebra):
It may feel new, hard and confusing to the student but they are determined to understand it.
These students listen to the teacher, ask questions and study on their own.
When these students experience success, they are exhilarated.

11. The Science
The brain has more plasticity over time than was previously thought.
Fundamental aspects of intelligence can be enhanced through learning.
Dedication and persistence in the face of obstacles are the key ingredients in outstanding achievement.

12. IQ (Think RTI here)
Binet the inventor of the IQ test, had a strong growth mindset.
He believed that education could transform the basic capacity to learn.
He did not intend to measure fixed intelligence.
He intended his test to identify students who were not profiting from the public school curriculum so that other courses of study could be devised to foster their intellectual growth.

13. Perils of Praise
Praising students’ intelligence gives them a short burst of pride, followed by a long string of negative consequences.
Praising a students intelligence promotes a fixed mindset.

14. Promises of Praise “You must have worked hard on these problems.”
Praising effort tends to put students in a growth mindset.
“You are developing skills because you are working hard.”

15. Can we change our mindset?
Yes!

16. Jo Boaler WHAT’S MATH GOT TO DO WITH IT?
Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching
Youcubed website

17. What is math? Why do we all need it?
Human activity
Social phenomenon
Set of methods to illuminate the world
Part of our culture

18. Real Problem for “Me”
A woman is on a diet and goes into a shop to buy some turkey slices. She is given 3 slices which together weight 1/3 of a pound, but her diet says that she is only allowed to eat ¼ of a pound. How much of the three slices can she eat?

19. What are your next steps?
Do you think the students in your school have a growth mindset? The teachers?
Do you have an action plan around promoting a growth mindset in your teachers and students?
How can AAML support your work?

20. What is Going Wrong in Classrooms?
Math wars
Role of curriculum materials
Role of teacher

21. Passive Learning
“In math you have to remember; in other subjects you can think about it,”
“Just give me a formula.”
“I am supposed to memorize the answer.”

22. Learning without Reality
Trains travel toward each other on the same track
People paint houses at the same speed all day long
Water fills tubs a the same rate each minute
People run track at the same distance from the edge

23. A Vision for a Better Future
The Communicative Approach (Railside)
The Project Based Approach (Phoenix Park)

24. Problems with Change Communication with teachers
Communication with students
Communication with parents and patrons

25. Other Problems Testing Ability Grouping Gender Differences
Societal Stereotypes

26. Key Strategies and Ways of Working
“Mathematics is amazingly compressible: you may struggle a long time, step by step, to work through the same process or idea from several approaches. But once you really understand it and have the mental perspective to see it as a whole, there if often a tremendous mental compression. You can file it away, recall it quickly and completely when you need it, and use it as just one step in some other mental process. The insight that goes with this compression is one of the real joys of mathematics.”

27. Activities and Advice Rich Mathematical Setting Puzzles and Problems
Asking Questions
Strategies for Solving Problems
Number Flexibility

28. The Last Chapter is for YOU
How to work with teachers and schools

29. Leading a Book Study Who will participate? When will we do the work?
How will we share?
What is my role?
Will it make a difference?

30. Impact of My Work
Teacher content knowledge: common content knowledge, specialized content knowledge, and knowledge on the mathematical horizon
Appropriate use of formative assessment
Increased levels of student engagement