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I really think we need to change the perception that mistakes in math are bad and that they indicate that the student is "stupid." Mistakes in math are the best way to become smarter! Students are currently afraid of making mistakes because they think it makes them look dumb. Actually, making mistakes is the best way to learn. Like exercising is the best way to improve your physical fitness, doing something that is hard for you, trying things in math that you don't know how to do (and making mistakes) is the best way to learn something new. If you didn't make a mistake, then you didn't learn anything. You already knew it!
So, students need to change the words they say like, "I'm just dumb in math," or "I am not good at math," or "I can't learn math." None of that is true, they just need to get over the fear of being wrong

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At the beginning of every school year, I think about this topic.  I always imagine an assembly of parents and students in a gymnasium.  We spend time talking about the belief that all students can learn math, show some short videos to inspire, then go over the work habits and expectations that will make it happen.  We never do it, but what a way to start out the school year.  Students would know that we expect all of them to learn and most importantly, that they are capable of that learning.  We could talk to the parents about avoiding negative language about math.  This would be a wonderful job for a District-Wide math specialist.
As it stands now, I try to redirect parents and students who tell me that they were never good at math. I tell them that math can be hard work, but it is worth it.

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We can encourage students to use the word "yet" at the end of otherwise negative statements. ie: I can't factor...yet. I can also use "mistakes build big brains."

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We can encourage students to use the word "yet" at the end of otherwise negative statements. ie: I can't factor...yet. I can also use "mistakes build big brains."

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Debbie McDonald, ZMHS

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I have always included in my CMP that Mistakes are a very valuable part of our learning. That it is through the mistakes that we grow and truly begin to understand. I include the example of the light bulb and that it took 100 mistakes to get to it. Edison learned something each time. 

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I have always included in my CMP that Mistakes are a very valuable part of our learning. That it is through the mistakes that we grow and truly begin to understand. I include the example of the light bulb and that it took 100 mistakes to get to it. Edison learned something each time. 

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Jen L

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To me students need two main things: hard work and self motivation. Many times they come in with an "I can't do math" attitude and then there is little room for growth. To remedy this, I as a teacher will try to engage them in activities that stimulate them to have fun and be successful in math.

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I think the perception of the words "mistake" and "struggle" need to be reframed for students and parents. Students are so afraid to make a mistake and they do not make the connection that mistakes make the brain grow. They also have an aversion to productive struggle. I think allowing students to struggle and celebrating mistakes is one of the best things we can do.

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All students have the potential for growth and come to school with a variety of different mathematical experiences. As an educator, it is important to provide mathematical activities that encourage problem solving, creativity, and encourage cognitive growth.  All students are "developmentally ready", the question really is, are we providing mathematical activities that are increasing brain growth in all our learners?

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I agree that incorporating growth mindset phrases like 'not yet' and 'I need more practice' will help my students value the struggle that comes with learning anything new. So often they want me to dive in and show them the answer if they have the slightest bit of uncertainty. We celebrate making mistakes and getting 'new wrinkles' in our brains when we learn something new.

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I feel that if students are "developmentally ready" for every math situation they are put into while in school, they are not being challenged enough, thus not growing their brain to the most potential. It is my job as a teacher to stretch their minds and thinking so their brains can grow exponentially more than if I provided them with "developmentally ready" material all the time. I definitely think this first chapter and video have surprised me in a way because I am always so nervous that my students are not ready for what I am teaching them. So it gives me hope that students can reach the potential I believe they have!

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2nd grade math has been such a learning curve as a teacher for me- so many kids come in at different places and as a team we are always trying to figure out what is best for them.  I can see that exposure at home and by a natural love of playing with numbers has put some students with greater number sense.  I think it is our job to show all students with number talks and by making math fun (by adding creativity and fun activities) that playing with numbers is fun and helps us work out our brains!

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When it comes to using vocabulary for growth mindsets, it's important to remember the power of yet. For example, you may say, "You haven't mastered that skill  yet," or "You don't understand this yet." It's also important to emphasize the importance of making mistakes, and that mistakes actually help your brain stretch and grow more than if you hadn't made a mistake at all. Finally, it's important to be cautious about telling someone they are smart and instead use other positive phrases such as, "It is great that you have learned that."

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It always breaks my heart when parents say that they aren't good at math, especially in front of their child.  A lot of times their parents perspective can be a source of their dislike of math, as well as having a fixed mindset - math specific.  I appreciate the "you worked really hard." comments to compliment students on what they did versus that they just are "so smart" regardless of behavior.  It is interesting to read these most recent studies.  This gives me more substance and confidence to encourage parents to have that growth mindset - giving them the information that students can learn - every brain is different, but every brain can learn - there is no such thing as a "math brain".  Encourage students to have a growth mindset - work hard to make those connections in the brain and learn more.

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Rachel Johnson  TLES              It is so important for educators to create a safe classroom.  A classroom where students understand they are in a safe place to  take chances and try challenges.  This comes from communication with the students and creating relationships.  Along with that the positive vocabulary will play a HUGE role in the mindset of the learners.  I love telling kids when they make a mistake, and then correct it, that their brain has grown stronger than just knowing the answer the first time.  It creates hope within our students and with that we'll see more motivation! 

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Rachel Johnson  TLES              It is so important for educators to create a safe classroom.  A classroom where students understand they are in a safe place to  take chances and try challenges.  This comes from communication with the students and creating relationships.  Along with that the positive vocabulary will play a HUGE role in the mindset of the learners.  I love telling kids when they make a mistake, and then correct it, that their brain has grown stronger than just knowing the answer the first time.  It creates hope within our students and with that we'll see more motivation! 

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At the beginning of the school year I send home a letter to my incoming 6th grade parents. In that letter I could provide some data on the importance of having a growth mindset in math. I think it's important for parents to understand the importance of their words and why it is not okay for them to tell their kids they were never good at math or that they never liked math either. I have heard parents say this many times and I feel like they are giving their child an easy out when it comes to math and most of them don't realize that.

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Students often want things to be quick and easy. Letting them know that the brain grows the most when it struggles could be helpful. So hard work and effort are good things. Also, giving students the time to make mistakes and try again.

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Using growth mindset language is key to changing our perceptions of how successful we can be at anything we try. Praising effort and hard work vs. praise for who they are as a person fosters a growth mindset. Although praise feels good, it can't stunt a person's learning when they don't hear praise for what they can already do vs. hearing praise for a new attempt they're making.

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I think some kids come in not knowing that math can be creative and fun and exciting and new! They need to learn that being challenged on a daily basis is a good thing! In addition, we need to give students the freedom to struggle and make mistakes and learn from those mistakes. It might be helpful to regularly spotlight famous people in many different fields, and how long it took them to succeed and how much effort was required for that.

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It's important for all students to hear that they can do the math. As a teacher of high school students, I have kids who come to me with a variety of feelings towards math. Some love it, some hate it. It's important to praise the students who hate math for doing good things. Those good things could be the effort they are giving, ideas they have, and of course correct answers they find. It's a good idea to present open-ended problems that are easily accessible to all students to build confidence in those students who have little or none in math. Doing so opens an natural avenue to offer the praise for the effort and participation that the students are giving. The most rewarding part of teaching is getting a student's attitude turned around in math. Being in a student's "corner" is essential to fostering those turnarounds. Avoid letting the kid who knows everything dominate the class discussion. It's easy to let the "answer kid" get all the glory and move on with the lesson. Operating a classroom in that fashion allows the majority to tune out and really benefits no one.

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Julie Peterson, ERHS.                I think we need to inform parents that we believe all kids can learn math. It requires hard work and determination. Parents need to encourage these ideas at home and praise kids for their efforts (rather than telling them that they are "smart").  We should also have our students and parents watch a growth mindset video to help them see what we will be promoting in the classroom.

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Julie Peterson, ERHS.                I think we need to inform parents that we believe all kids can learn math. It requires hard work and determination. Parents need to encourage these ideas at home and praise kids for their efforts (rather than telling them that they are "smart").  We should also have our students and parents watch a growth mindset video to help them see what we will be promoting in the classroom.

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Students are not just developmentally ready for math.  It happens from a variety of exposure, challenges and lessons.  Teaching 2nd grade has taught me that students come with an eagerness to explore and need to be given opportunities to explore the area of math.

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Students are not just developmentally ready for math.  It happens from a variety of exposure, challenges and lessons.  Teaching 2nd grade has taught me that students come with an eagerness to explore and need to be given opportunities to explore the area of math.

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Students often come with very little number sense or number exposure.  It's ok to let students struggle and supporting that struggle with teaching helps them succeed.

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Students often come with very little number sense or number exposure.  It's ok to let students struggle and supporting that struggle with teaching helps them succeed.

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Not yet!  Students need to remain curious and patient as they explore the world of numbers.  

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Not yet!  Students need to remain curious and patient as they explore the world of numbers.  

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Helping parents understand the growth mindset is important.  They too can learn and change.

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Helping parents understand the growth mindset is important.  They too can learn and change.

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We spend part of the first few weeks of school teaching Growth Mindset. We also teach the power of YET. We talk about mistakes and how they help us to learn and grow. When giving compliments, I stay away from "you are so smart" and instead focus on their effort.

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I think one way in which we can all foster more of a growth mindset in math classes is to help our students embrace the idea that confusion can be a very good thing!! And that it is temporary!! Both Jo Boaler and Sal Khan mentioned that research shows our brains work the hardest and grow the most when we make mistakes and when we are struggling with a new concept. If we went to the gym and only lifted weights that were easy for us, our muscles would not be growing stronger. We have to strain those muscles in order for them to grow.

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All students have the potential for growth. We need to expose all learners to new information as that exposure can be an important step in their development. Whether they will attain the skills now or at a time in the future. We would not stifle their creativity and growth by waiting until they are ready.