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Minding the Mind : Why Math Instructors Should Care About Students Learning Mindsets Chris Hulleman, Ph.D. University of Virginia Innovative Practices in Developmental Mathematics April 15, 2016 Minding the Mind : Why Math Instructors
Innovative Practices in Developmental Mathematics April 15, 2016
Chris Hulleman, Ph.D. University of Virginia
Why Math Instructors Should Care About Students’ Learning Mindsets
Innovative Practices in Developmental Mathematics April 15, 2016
Chris Hulleman, Ph.D. University of Virginia
Why Math Instructors Should Care About Students’ Learning Mindsets
2 4 6 8 10 12 14 Total Enrollment Remedial Math Graduated in 8 years
In Millions
89%!!!
Longitudinal Study from 1st – 12th grade
(Jacobs, Lanza, Osgood, Eccles, & Wigfield, 2002)
0.1 0.2
1 2 3 4
Standardized Exam Scores Exam Females Males
Hulleman et al. (under review). J. Ed. Psych.
Gender Performance Gap (College Psychology)
“Definitely take this class. I never went to class or bought the book, and I got a B.” “The easiest teacher! Always lets class out early and cancels class on Fridays a lot. TAKE HIM!”
“Hey Prof, i didnt come 2 class last week. did i miss anything imp? any of it gonna b on the test? also, is lab runnin the whole time 2day, or we gettin out early?”
Person (Less Control) Situation (More Control) Noun, from moevere (Latin): to move But more broadly entails how behavior is:
– Scholars (e.g., Carol Dweck, Angela Duckworth) – Develop theory and interventions – Disseminate to educators and policy-makers
Community
– Researcher-Practitioner Collaborations – Translate research into practice – Focused on problems of practice
A Psychological Assumption: Subjective Perceptions are Objectively Important
Learning Mindsets:
about learning
about
character passion self skills motivation grit non-cognitive skills social and emotional learning skills mindset perseverance curiosity psychological assets personality conscientiousness
Why should I learn this stuff? Maybe I don’t have what it takes? Maybe I don’t belong here?
Academic Potential Relevance & Purpose Belonging
– “If I have to try hard, I’m clearly not smart.” – No point in trying if one is not a “natural”
– “Trying harder makes you smarter.” – Obstacles can be overcome through effort, help from others, and use of improved strategy – Note: It’s NOT just about “trying harder.”
Mindsets about academic potential
Mindsets about academic potential
% of Students Withdrawing From Remedial Math Class
0% 5% 10% 15% 20% 25% 30% Female Male
Control Growth Mindset
51% decrease ~40 minutes $0
Yeager, Walton, Paunesku, Dweck, & Romero, in prep.
Mindsets about academic potential
Change Concept:
learning context. More specifically:
Mindsets about social belonging
Mindsets about social belonging
62% 17% 87% 72% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% White Students African American Students Percent Revising Essay
Criticism + Placebo Criticism + High Standards + Assurance
Yeager, Purdie-Vaughns, et al. (in press) JEP: General
Mindsets about social belonging
Change Concept:
students More specifically:
Mindsets about value and relevance
(Week 2 and Week 4) Part 1:
usefulness of math, including quotes from other students
Part 2:
usefulness of math for one‘s own life Control: Write a summary of the math topics they are currently learning.
Mindsets about value and relevance
Math in Your Hobbies and Interests
Kosovich, Hulleman, Lee, & Phelps (2016)
Mindsets about value and relevance
10 20 30 40 50 Women Men Control Utility Value
+3%, n.s.
29% decrease ~20 minutes $0
Kosovich, Hulleman, Phelps, & Lee (2016)
(N = 180 community college students)
Mindsets about value and relevance
Academic Potential Social Belonging Value and Relevance The power of “, Yet.” High standards + Assurance Making their own connections
"My major is computer arts animation so it requires a considerable amount of
create equations to make sure the character moves fluidly, and we also need math to determine where we would place things in the background.” (Dylan, 22, Computer Arts Animation Major)
Kosovich, Hulleman, Phelps, & Lee (2016)
Mindsets about value and relevance
“Here in California we’ve been in a drought for a long time, and it affects all of us. What we learned in biology class is how waste from cars and factories affects our air and water quality, and destroys the
solar-power are much better for the environment. This is good to know so that we can make better choices when we buy cars and how we use energy. It also helped me get interested in getting a job someday that will help keep our environment clean and safe.” (Ramone, 17)
Hulleman & Dicke, unpublished data
Mindsets about value and relevance
(N = 94 10th graders)
0.2 0.4 0.6
Pre-to-Post Intervention Test Score Change
Control Utility
Hulleman & Dicke, unpublished data
d = .42 p = .06
+0.22
Mindsets about value and relevance
Maybe I don’t have what it takes? Why should I do this? Maybe I don’t belong here?
enthusiastic about teaching (and not just the subject area) are rated as more effective teachers by independent
caring about whether they learn the material
Contact Information:
Chris Hulleman, Ph.D. Research Associate Professor Curry School of Education and Center for the Advanced Study of Teaching and Learning University of Virginia Ruffner Hall, Room 254 PO Box 400877 Charlottesville, VA 22903 (608) 469-2812 Email: chris.hulleman@virginia.edu http://curry.virginia.edu/academics/directory/christopher-s- hulleman http://mri.cisat.jmu.edu/index.html