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The beliefs about your own abilities actually change the way that your brain works when you approach math.

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The beliefs about your own abilities actually change the way that your brain works when you approach math.

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children have to think of manipulatives as mathematical tools not toys

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children have to think of manipulatives as mathematical tools not toys

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".... Only a small number of 'talented' people can succeed in mathematics, and second, subtle but equally as dangerous, the assumption that women do not usually succeed in mathematics."

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Children who use physical and software manipulatives demonstrated a much greater sophisticationin classification and logical thinking than did children that used physical manipulatives only

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Children who use physical and software manipulatives demonstrated a much greater sophisticationin classification and logical thinking than did children that used physical manipulatives only

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The brain grows MORE when you make a mistake than when you get it right ... growing through the struggle

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The brain grows MORE when you make a mistake than when you get it right ... growing through the struggle

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".... children, including toddlers, engage in spontaneous mathematics during almost half of every minute of free play."

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When asked to identify a “really, really smart” person, for instance, five-year-old girlsand boys will both typically choose people of their own gender. By age six, however, girls begin todisassociate their gender with intelligence

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When asked to identify a “really, really smart” person, for instance, five-year-old girlsand boys will both typically choose people of their own gender. By age six, however, girls begin todisassociate their gender with intelligence

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".... Time spent on math also contributes to litearcy.

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Better memorizers in Math do not necessarily have better Math potential

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Better memorizers in Math do not necessarily have better Math potential

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There is no such thing as the 'math gene'

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There is no such thing as the 'math gene'

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Consistently framing boys as the standard for girls—even when the statement is intendedto be egalitarian—could thus actually teach children that boys have more raw talent.

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Consistently framing boys as the standard for girls—even when the statement is intendedto be egalitarian—could thus actually teach children that boys have more raw talent.

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You will do better when you change your fixed mindset to a growth mindset.

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You will do better when you change your fixed mindset to a growth mindset.

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".... Mathematics, more so than other content areas, builds - concepts and skills are connected, abstracted, and curtailed, and become the object of thinking at a new level of mathematical thought."

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The authors also showed that girls who received this unsolicited supportwere more likely to underestimate their math ability. Parents’ and teachers’ tendency to offer help togirls in math classes, though well intentioned, could thus backfire and cause girls to believe that theydo not have what it takes to succeed.

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The authors also showed that girls who received this unsolicited supportwere more likely to underestimate their math ability. Parents’ and teachers’ tendency to offer help togirls in math classes, though well intentioned, could thus backfire and cause girls to believe that theydo not have what it takes to succeed.

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t praising a child for either their intelligence or their effortinfluenced how children thought about their own ability. When children in their study were praisedfor their intelligence (e.g., “You’re really smart!”), they were more likely to consider intelligencea fixed, immutable trait that they either did or did not have. When they were praised for their effort(e.g., “You worked really hard!”), on the other hand, they were more likely to view intelligence assomething that could be improved with hard work

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t praising a child for either their intelligence or their effortinfluenced how children thought about their own ability. When children in their study were praisedfor their intelligence (e.g., “You’re really smart!”), they were more likely to consider intelligencea fixed, immutable trait that they either did or did not have. When they were praised for their effort(e.g., “You worked really hard!”), on the other hand, they were more likely to view intelligence assomething that could be improved with hard work

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Praises on their effort over being right helps students view intelligence as something that can be improved over being fixed.

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Math is a 'language we use to talk about our world'. When we see math as something that is part of our world and not something we 'do' then it becomes something we can embrace as a natural part of our everyday life. 

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Math is a 'language we use to talk about our world'. When we see math as something that is part of our world and not something we 'do' then it becomes something we can embrace as a natural part of our everyday life. 

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People with better abilities to memorize are not always better at math. 

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People with better abilities to memorize are not always better at math. 

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When children are able, move away from manipulatives

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When children are able, move away from manipulatives

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Struggle and mistakes are very important

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Struggle and mistakes are very important

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focus on the process and strategies that causeda student to make mistakes, identify what went wrong, and help the student come up with moreeffective strategies. F

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focus on the process and strategies that causeda student to make mistakes, identify what went wrong, and help the student come up with moreeffective strategies. F

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Children have to think of manipulatives as Mathematical. 

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Children have to think of manipulatives as Mathematical. 

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"... without conecpts ad strategies for how to use manipulatives, manipulatives alone are not help"

".... Understanding does not travel through the fingertips and up the arm"

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When parents and educatorsemphasize effort, they should explicitly frame it as a way of building ability (e.g., “You can’t becomegood at math unless you put in a lot of effort!”) rather than leaving the door open to the interpretationthat effort somehow substitutes for ability.

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When parents and educatorsemphasize effort, they should explicitly frame it as a way of building ability (e.g., “You can’t becomegood at math unless you put in a lot of effort!”) rather than leaving the door open to the interpretationthat effort somehow substitutes for ability.

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Children have to think of manipulatives as mathematical.

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"If students don't count with their fingers the teacher will think they are just sitting there doing nothing"

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"If students don't count with their fingers the teacher will think they are just sitting there doing nothing"

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Math can be seen as a 'creative subject' just like art.

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Math can be seen as a 'creative subject' just like art.

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complex, open-ended projects cause students to struggle onthe way to a solution, they also signal that experiencing confusion and difficulty is just a normal partof doing math—it does not mean that a student is not a “math person.”

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complex, open-ended projects cause students to struggle onthe way to a solution, they also signal that experiencing confusion and difficulty is just a normal partof doing math—it does not mean that a student is not a “math person.”

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speed in math is not important

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How a parent feels about math will often affect how their children view math. 

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How a parent feels about math will often affect how their children view math. 

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To maximize the utility of this role model,the parent or educator might encourage the girl to think concretely about the steps she would need totake to reach a similar place and how she might achieve each of those steps

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To maximize the utility of this role model,the parent or educator might encourage the girl to think concretely about the steps she would need totake to reach a similar place and how she might achieve each of those steps

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Often understanding and solving problems will require perseverance and determination. This is a key concept to have students understand. 

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Often understanding and solving problems will require perseverance and determination. This is a key concept to have students understand. 

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Students who are viewed as being gifted across subjects usually have a fixed mindset

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".... Computers can provide representations that are just as personally meaningful to students as physical objects and, paradoxically, reserach indicates that computer representations may be more manageable, "clean", flexible, and extensible than their physical couterparts."

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Speed is not a sign of a stronger math ability. It is ok to be slower at math!

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Children under the age of six consistently associate brilliance with males. Instilling a growth mindset about math helps intervene this stereotype through exposing students to a variety of role models.

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Mindset is critical for students to have success in life and with their learning

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Mindset is critical for students to have success in life and with their learning

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Struggles and mistakes are an important part of the process

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Struggles and mistakes are an important part of the process

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Hands on experiences are important for development and can help a student feel more confident

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Hands on experiences are important for development and can help a student feel more confident

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We don't hear teachers or parents say, "Don't worry about reading, I'm not a good reader" so why is it ok not to be good a math?

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We don't hear teachers or parents say, "Don't worry about reading, I'm not a good reader" so why is it ok not to be good a math?

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"As John Dewey said, 'Just because traditional education was a matter of routine in which the plans and programs were handed down from the past, it does not follow that progressive education is a matter of planless improvisation.'"

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Playful approach can make Math less intimidating and provide students with an opportunity to learn in a meaningful way. 

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Playful approach can make Math less intimidating and provide students with an opportunity to learn in a meaningful way. 

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"Teachers matter more than other factors, and teachers in the early years matter the most"

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"Teachers matter more than other factors, and teachers in the early years matter the most"

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".... Found that mathematics was actually one of the fields that valued brilliance the most."

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".... There is not special 'gift' necessary to learn math in school. Rather there is substantial evidence that success in school math is attainable for every student, given the right training and beliefs about ability."

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Connection to intentional math activities to higher-quality socio-dramatic play during free-choice play time.

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Connection to intentional math activities to higher-quality socio-dramatic play during free-choice play time.

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As a student in elementary school I remember myself and my peers talking about being or not being a math person. I struggled greatly with math and always thought of myself as non math person This affected my self confidence and personal growth because I didn't believe I could change or get better - so I always stayed in the same place and felt badly about myself.

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Complex tasks don't need to come after they have "Mastered" basic facts. 

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Complex tasks don't need to come after they have "Mastered" basic facts. 

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Experiencing challenges and struggles in math actually helps grow your brain (its all about the process).

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Experiencing challenges and struggles in math actually helps grow your brain (its all about the process).

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I have always said that I am not a "math person." It has always been a weakness of mine and I was never confident in my abilities. As I move forward in my journey to become a teacher, I am reteaching myself math that I struggled with as a child. As I go, I am beginning to feel the sense of satisfaction and self-pride that comes along with finally understanding something you have worked at for a long time.

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Love the idea of "yet" I don't know it "yet" but I will get there!!

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Love the idea of "yet" I don't know it "yet" but I will get there!!

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Memorization does NOT equate strong mathematical thinking skills

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Memorization does NOT equate strong mathematical thinking skills

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I nevr thought of how our language of comparison impacts how we view who is good at math (boys vs girls)

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I nevr thought of how our language of comparison impacts how we view who is good at math (boys vs girls)

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If math is more fun, students are more confident in their ability to complete and learn math tasks

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If math is more fun, students are more confident in their ability to complete and learn math tasks

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We have the power to influence students beliefs about math and about themselves and their abilities as mathematical thinkers  

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We have the power to influence students beliefs about math and about themselves and their abilities as mathematical thinkers  

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Students get excited when you get excited. Making math engaging.

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Mindset and self-confidence play a huge role in student learning.

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Mindset and self-confidence play a huge role in student learning.

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Turning math into a fun activity or a game engages the learner in wanting to learn math.

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Turning math into a fun activity or a game engages the learner in wanting to learn math.

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Anyone can be a mathematical thinker !! LOVE JO BOALER !!!

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Anyone can be a mathematical thinker !! LOVE JO BOALER !!!

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Can be positive when used in math for some students