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Mathematics Is Art: The Impact Of A Non-Traditional Metaphor On Teacher Mindset And Instructional Practices In Mathematics, Karise Mace
Education Doctorate Dissertations
Many teachers hold the belief that one is either a “math person” or not, which impacts their mathematical mindset and instructional practices, and in turn impacts their students’ mindsets and learning experiences. Fostering the development of a mathematical mindset in teachers is critical to dispelling the “math person” myth. As we are metaphorical in nature (Lakoff & Johnson, 1980), the metaphors that we use to conceptualize mathematics are born out of and impact our experiences in its study and provide a means for eliminating this myth. In this mixed-methods study I sought to understand the metaphors that in-service elementary teachers …
Teacher Perception Of Implicit Mindset And Its Influence On Math Instruction In Elementary Classrooms, Danielle E. Tamke
Teacher Perception Of Implicit Mindset And Its Influence On Math Instruction In Elementary Classrooms, Danielle E. Tamke
Education Doctorate Dissertations
Math achievement is frequently measured by various assessments. These assessments are then used to determine student and school success, often leading to high stakes decision making. Therefore, it is important to understand ways in which educators can improve student math achievement. Students with a growth mindset, as defined by Dweck (2006), exhibit higher math achievement than students with fixed mindsets. Additionally, teaching practices predict and influence the development of student mindsets. Therefore, one way to improve student math achievement may be through understanding the impact, as well as proper and consistent implementation of growth mindset instructional practices. This qualitative phenomenological …