IDEAS
Mindset for math
Coaching cycle empowers students and teachers
By Mary Mitchell and Sue Chapman
October 2018
Vol. 39 No. 5
If we want students to see themselves as capable of learning and doing mathematics, then teachers must possess confidence in their own abilities to understand and use mathematics. If we want students to see mathematics as relevant to their lives, as worthy of their time and interest, then teachers must proclaim the importance of mathematics in their own lives and have a passion for empowering students with mathematical tools and ways of thinking. If we want students to recognize the satisfaction that comes from tackling and persevering through challenging mathematics problems, then teachers must also see themselves as mathematics learners. But what if teachers don’t see mathematics as comprehensible, purposeful, and fun? Unfortunately, this is the case for many teachers, including elementary teachers who are
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Article study suggestions
- “Teacher mindsets and student learning”: https://mathsolutions.com/uncategorized/teacher-mindsets-and-student-learning/
- “Actionable feedback as a means of promoting a growth mindset”: https://mathsolutions.com/uncategorized/actionable-feedback-as-a-means-of-promoting-a-growth-mindset/
- “Helping struggling students build a mathematical mindset”: https://mathsolutions.com/uncategorized/helping-struggling-students-build-mathematical-mindset/
- Blog posts from Jo Boaler’s website: youcubed.org
A miniworkshop on mathematical mindsets
- Ask teachers to create mind maps representing how they think and feel about the subject of mathematics. Share and discuss the results.
- Review the Standards for Mathematical Practice (NGO Center & CCSSO, 2010, pp. 6-8) or your state’s standards for mathematical practices. Invite teachers to share their personal mathematics learning stories as they reflect on these standards.
- Share a productive belief and a parallel unproductive belief from Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014). Have teachers identify the underlying assumptions and consequences of each belief.
- Invite teachers to create “I wonder” statements related to mindset that could be investigated using an action research process.
References
Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. San Francisco, CA: Jossey-Bass.
Costa, A. & Garmston, R. (2002). Cognitive coaching: A foundation for renaissance schools. Norwood, MA: Christopher-Gordon Publishers.
Dana, N. & Yendol-Hoppey, D. (2008). The reflective educator’s guide to professional development: Coaching inquiry-oriented learning communities. Thousand Oaks, CA: Corwin.
Dweck, C. (2008). Mindset: The new psychology of success. New York, NY: Ballantine Books.
National Council of Teachers of Mathematics. (2014). Principles to actions: Ensuring mathematical success for all. Reston, VA: National Council of Teachers of Mathematics.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for Mathematics. Washington, DC: Author.
Saphier, J. (2017). High expectations teaching: How we persuade students to believe and act on “smart is something you can get.” Thousand Oaks, CA: Corwin.
Mary Mitchell ([email protected]) is a lead instructional designer at Math Solutions.
Sue Chapman ([email protected]) provides professional learning and coaching support to teachers and leaders nationwide and teaches preservice teachers at the University of Houston Clear Lake. She is the co-author of Power Up Your Math Community: A 10-Month Practice-Based Professional Learning Guide (Corwin, 2025) and Eight Habits of Highly Effective Math Students (and the Teachers Who Teach Them) (Corwin, 2025). Sue is passionate about building capacity in educators, teams, schools, and districts.
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