link<\/a>\u00a0to the questionnaire that I gave to my students. I found that the questionnaire was a bit tricky for them to do independently – some of the wording was unclear and there were a few double negatives! In this way, we did it together. I read the questions out loud and explained the statements to them so that they were easier to understand. I did not ask them to put their names on the paper because I wanted them to be as honest as possible. I told them that they were helping me with my \u201cpassion project\u201d which made them even more keen to help me with the questionnaires.<\/p>\nI was very happy with the results of the survey. The questionnaire also came with its own way to analyze the results.
\nThe intervals are below:
\n32-39 – strongly growth mindset
\n24-31 – growth mindset
\n16-23 – cannot be categorized
\n8-15 – fixed mindset
\n0-7 – strongly fixed mindset<\/p>\n
When I added up all of the scores for my students and averaged them, they had an overall score of 28.16. This put them in the middle of the range for a growth mindset. This indicates that my group of students have a healthy belief in their mathematical skills. This was very encouraging, but there was still room for improvement!<\/p>\n
It also made me wonder where a negative math mindset begins. Given that the grade 3 students had a positive belief, I felt like it would be a good idea to assess the mindsets of the students in grades 4 and 5 and beyond. This would allow some idea about where explicit teaching of a positive math mindset would be more effective and necessary. I decided that I would ask the grade 4 and 5 teachers to administer the same questionnaire to assess the results of older students.<\/p>\n
The next part of my action plan is to encourage an even more positive mindset.<\/p>\n","protected":false},"excerpt":{"rendered":"
Before I began discussing the topic of math mindset with my students, I wanted to assess my students\u2019 current attitudes about math. I wanted to know if they had already Continue Reading →<\/a><\/p>\n","protected":false},"author":137,"featured_media":66,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[4],"tags":[],"class_list":["post-63","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-face-2-face-sessions"],"_links":{"self":[{"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/posts\/63","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/users\/137"}],"replies":[{"embeddable":true,"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/comments?post=63"}],"version-history":[{"count":3,"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/posts\/63\/revisions"}],"predecessor-version":[{"id":68,"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/posts\/63\/revisions\/68"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/media\/66"}],"wp:attachment":[{"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/media?parent=63"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/categories?post=63"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cohort21.com\/suzannenewell\/wp-json\/wp\/v2\/tags?post=63"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}