Teachers’ Mixed Implementation of Mindset Mathematics Practices During and After a Novel Approach to Teacher Learning
Bibliographic Data
| ID | 22046321 |
|---|---|
| Authors | Miriam Leshin (0000-0002-7640-3741, University of Virginia, corresponding author), Tanya LaMar (0000-0002-4779-1546, Struggly, Austin, TX 78744, USA), Jo Boaler (0000-0001-8863-315X, Stanford University) |
| Year | 2024 |
| Volume | 14 |
| Issue | 11 |
| Pages | 1229 |
| Publication date | 2024-11-10 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14111229 |
| OpenAlex | W4404247980 |
| Language | EN |
| Citations received | 1 |
| References cited | 67 |
Supporting teachers to transfer their learnings from innovative professional development settings to the classroom is challenging. In this paper, we investigate a novel approach to teacher learning, in which teachers from seven US districts taught in a mathematics summer camp using a research-based curriculum centered on student reasoning and mindset messages. We examined the practices teachers did and did not implement in their camp and school-year classrooms, as well as the possible reasons for the greater or lesser changes in practice. Through analysis of classroom video, teacher artifacts, and teacher interviews, we found that teachers implemented several important practices in both camp and school-year classrooms, namely posing open tasks, giving students ample time to collaborate, and asking questions that pushed students to reason. Interview analysis revealed that the act of centering students’ reasoning and witnessing their subsequent engagement seemed to motivate teacher uptake of these practices. At the same time, however, teachers less frequently integrated mindset messaging directly into their teaching and gave space for the exploration of students’ mistakes and struggles. These findings suggest implications for innovative professional development efforts outside of the school year, as well as incremental approaches
Mathematics education · Mindset · Multimethodology · Pedagogy · Teaching method · Computer Science · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Mathematics Education and Teaching Techniques · Psychology · Artificial Intelligence
Contemporary Approaches to Teacher Professional Development
Teacher Learning in Mathematics
Learning to Think Mathematically
Chapter 8
A Time For Telling
Redefining teaching, re‐imagining teacher education
Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom
A Revolution in One Classroom
Unpacking Pedagogical Content Knowledge
Conducting Video Research in the Learning Sciences
Creating Mathematical Futures through an Equitable Teaching Approach
Assessment and Classroom Learning
Effective Teacher Professional Development
The Transformative Impact of a Mathematical Mindset Experience Taught at Scale
Infusing Mindset through Mathematical Problem Solving and Collaboration
Teacher Expectations Matter
Those Who Understand
The impact of the organizational transfer climate on the use of teacher leadership competences developed in a post-initial Master's program
Social Class and School Knowledge
What Do New Views of Knowledge and Thinking Have to Say about Research on Teacher Learning
Integrating Professional Development on Mathematics and Equity
Capturing Teachers’ Generative Change
Using Children’s Mathematical Knowledge in Instruction
Writing Ethnographic Fieldnotes, Second Edition
Improving Impact Studies of Teachers' Professional Development
Toward a Theory of Culturally Relevant Pedagogy
Content Knowledge for Teaching
Effects of Video Club Participation on Teachers' Professional Vision
Students Perspectives on Tracking and Detracking
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |