GROWTH MINDSET IN MATHEMATICS The Power of Positive Thinking - - PDF document

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GROWTH MINDSET IN MATHEMATICS

The Power of Positive Thinking Presented By: Naomi Church, FDLRS Reach

What is FDLRS?

• The Florida Diagnostic & Learning

Resources System (FDLRS) provides diagnostic, instructional, and technology support services to district exceptional education programs and families of students with disabilities. Service centers include 19 centers that directly serve school districts in the areas of Child Find, Parent Services, Human Resource Development (HRD), and Technology. www.fdlrs.org

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Type into the chat pod.

Describe yourself as a mathematician

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Growth Mindset

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Growth Mindset Math Myths

1.“Some people have a gift for Math (and some don’t).” 2.“Everyone has a math wall – a barrier they can’t go beyond.”

“A Growth Mindset in Mathematics” by Mike Anderson

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A Few Considerations:

• Memorizing is an ineffective tool in Math.
• Ability grouping in math is associated with lower

achievement.

• Use “low floor- high ceiling” open-ended math

tasks.

• Math should never be associated with speed.
• Reposition mistakes.

CLASSROOM STRATEGIES

1. My Favorite No 2. WODB 3. Choice of Tasks 4. Stop grading homework (and classwork) 5. Ticket Out

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• 1. My Favorite ”No”
• https://www.teachingchannel.org/vid

eos/class-warm-up-routine#

How can “my favorite no” help foster a growth mindset in the classroom?

• Please type a response in the chat pod.

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• 2. Which One Doesn’t Belong

(WODB)

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Websites with More Examples: http://wodb.ca/ https://twitter.com/ wodbmath?lang=en

How can WODB help foster a growth mindset in the classroom?

• Please type a response in the chat pod.

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• 3. Choice of Tasks

Fractions:

• Use fraction strips or Cuisenaire rods to find

as many fractions as you can that are equivalent to 1/4 OR 2/3. Area or Volume

• Investigate shapes with an area of 64

OR

• Investigate shapes with a volume of 216

(Example from Phoenix Park School)

Example from: https://buildingmathematicians.wordpress.com/2016/09/07/parallel-tasks/

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• 4. Stop Grading Homework (and

Classwork)

• Grades and test scores demotivate

instead of motivate students, communicate fixed ability levels and lower classroom achievement. (Boaler, 2016)

• Students only need to THINK they were

working for a grade to lose motivation, resulting in lower levels of achievement (Pulfrey, Buchs, and Butera, 2011).

• 5. Ticket Out

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WHAT ABOUT ASSESSMENTS?!

1. Highlight Mistakes 2. Open Ended Questions 3. Error Analysis Questions 4. Creating Choice

Highlight Mistakes

Example from Naperville Central High School 2017

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Open Ended Questions (Low Floor, High Ceiling)

• Show your solution in at least two ways.
• Which strategies can you use to solve

this problem?

• Which is the most efficient way to solve

this problem and why? Write two equivalent quadratic equations that have solutions x = -3, x = 2. Show that each equation generates the given solutions.

Examples from Naperville Central High School 2017

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Error Analysis Questions

• Show two sets of work and ask “Which
• ne is correct? Use evidence to

support your claim.”

• Don’t show the whole problem,

just show the steps where the common mistake occurred.

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Creating Choice

• Pick 2 of the 3 problems

to complete.

• Choose one problem and it will count

as 16 points or do both problems and they will count 8 points each.

Example from Naperville Central High School 2017

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Choose one question to respond to and type in the chat pod. Thank You!

Next Steps:

http://WithMathICan.org

http://youcubed.org

http://mindsetworks.com