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Mathematical Mindsets of Prospective Middle School Teachers
Introduction:
The purpose of this project was to conduct an initial study
that investigates the mindsets of prospective middle school
teachers (grades 4-8). The study examines how these
prospective teachers react to being given a challenging
task especially if the task questions their ability.
Preliminary information:
Before looking at the research, we must first understand
the differences between growth and fixed mindsets. A
growth mindset is the belief that things such as
intelligence and character can be improved by learning
and asking questions. While a fixed mindset is the belief
that intelligence and character are predestined. These
mindsets have been researched by many people the main
researcher being Carol Dweck who has spent years
figuring out the impacts that mindsets have on different
things that us school, work, relationships, etc. Research
has shown there are two different ways to determine
someone’s mindset.
Candace Corvino
Methods:
Dr. Mark Hogue and Dr. Rich Busi
Findings:
Question a. Some people are good at math and others aren’t. being a “math person is something you can’t
really change.
Question b. Your intelligence is something about you that you can’t change very much
Question c. When you have to try really hard in math, it means you can’t be good at math
Question d. You have a certain amount of intelligence, and you really can’t do much to change it
1 being strongly fixed
3.5 being neutral
6 Strongly growth
Discussion/Analysis
The first is through self-reported surveys, where people
answer questions that are directed to decipher between the
two mindsets. These questions may look something along
the lines of “when you have to try hard at something it
means that you cannot be good at it” or “your intelligence
is something you cannot do much about?” These questions
may not look like a typical question but are usually posed
on a scale, meaning that you would respond with a
number, 1 through 6 for instance. These numbers are taken
and usually averaged out to discern the mindset that the
person has. Typically, the mindset the corresponds to each
number is based on the questions asked. Let’s look at the
first question that was posed, “when you have to try really
hard at something it means you are not good at it.” If
someone were to answer this with a 1 for strongly disagree
then a one would mean that the person has a growth
mindset, but if a 6 meant strongly disagree then 6 would
correspond to a growth mindset. Although, this is
sometimes unreliable because research has shown that
these surveys do not reflect the true mindset of people.
Hence, we also use a second research method to determine
someone’s mindset. This second method is through
observation. This requires the researcher to give the
subject a task and watch what they do. Through
observation a researcher can see how subjects respond to
different tasks. For instance, if a subject responds to a hard
tasks by avoiding the situation by playing with a
cellphone, doodling on the paper, fidgeting, falling asleep,
or spending extra time writing down the problems then the
subject would be displaying that they have a fixed
mindset. While if the subject responds to the task by
embracing the challenge, asking questions, or finding
alternative routes to the answer if the first one doesn’t
work then it is determined that the person has a growth
mindset.
RESEARCH POSTER PRESENTATION DESIGN © 2019
www.PosterPresentations.com
This study was approved by the Institutional Review
Board of Slippery Rock University.
Students from the SEFE 200 class were recruited for this
study. These students were not obligated to be a part of
this study and their participation held no bearing on their
class standing or grades.
All participants in this study completed a pre-assessment,
assessment, and post-assessment.
They were highly encouraged to work together through
the math assessment
The graphs above show the data collected from the self-reported surveys. This data shows that most of the participants in the
survey reported that they had a growth mindset. They also reported that they typically do not work on math assignments in
groups. If they want help, they said that they would try to use notes and examples on other assignments then go to their
professor to get the help they need. Although, the data collected from the video taken of the math assessment portion of the
study showed different information than what was self-reported. Group A in whole showed more of a fixed mindset while
performing the task then they did a growth mindset. This was shown through the group’s disengagement from the task. Group A
also did not work together until the very end of the assessment when one member believed that they had found an answer.
Where Group B worked together through the whole assessment. They also were engaged in the assessment the entire time they
were given.
While four of the five study participants reported that
they had a growth mindset, the data collected from the
math assessment and post-assessment suggest otherwise
for some.
Specifically participant A17M reported behaviors
were different from the collected data from the
assessments. The participant reported that they had a
growth mindset, but through the analysis of the math
portion of the survey participant A17M displayed the they
had more of a fixed mindset. This is shown through the
disengagement with the tasks. The participant was often
looking around the room and checking the work of the
other participants. These displays of disengagement
suggest that the participant has more of a fixed mindset
when it comes to math. A few of the other participants
were like A17M in the sense that they self reported that
they had growth mindsets but displayed signs of a fixed
mindset. Including participant B19L who reported a 6,
which is the highest score that could be reported.
Although, their actions show that their score should have
been lower.
The study also showed one participant, B19R, self
reported that they had a neutral mindset. Despite this
reporting the participant displayed that they had a growth
mindset during the math portion of the survey. This was
shown by his lack of disengagement with the tasks. The
participant worked for the entire given time. Due to these
observations, it shows that participant B19R had a growth
mindset rather than a neutral mindset.
In conclusion, when given the ability to self report
many of the participants reported they had a growth
mindset. Although by observing the groups it is evident
that the participants have more of a fixed mindset then
they had reported and vice versa.
Contact Information:
Candace Corvino – cnc1009@sru.edu
Mark Hogue – mark.hogue@sru.edu
Introduction:
The purpose of this project was to conduct an initial study
that investigates the mindsets of prospective middle school
teachers (grades 4-8). The study examines how these
prospective teachers react to being given a challenging
task especially if the task questions their ability.
Preliminary information:
Before looking at the research, we must first understand
the differences between growth and fixed mindsets. A
growth mindset is the belief that things such as
intelligence and character can be improved by learning
and asking questions. While a fixed mindset is the belief
that intelligence and character are predestined. These
mindsets have been researched by many people the main
researcher being Carol Dweck who has spent years
figuring out the impacts that mindsets have on different
things that us school, work, relationships, etc. Research
has shown there are two different ways to determine
someone’s mindset.
Candace Corvino
Methods:
Dr. Mark Hogue and Dr. Rich Busi
Findings:
Question a. Some people are good at math and others aren’t. being a “math person is something you can’t
really change.
Question b. Your intelligence is something about you that you can’t change very much
Question c. When you have to try really hard in math, it means you can’t be good at math
Question d. You have a certain amount of intelligence, and you really can’t do much to change it
1 being strongly fixed
3.5 being neutral
6 Strongly growth
Discussion/Analysis
The first is through self-reported surveys, where people
answer questions that are directed to decipher between the
two mindsets. These questions may look something along
the lines of “when you have to try hard at something it
means that you cannot be good at it” or “your intelligence
is something you cannot do much about?” These questions
may not look like a typical question but are usually posed
on a scale, meaning that you would respond with a
number, 1 through 6 for instance. These numbers are taken
and usually averaged out to discern the mindset that the
person has. Typically, the mindset the corresponds to each
number is based on the questions asked. Let’s look at the
first question that was posed, “when you have to try really
hard at something it means you are not good at it.” If
someone were to answer this with a 1 for strongly disagree
then a one would mean that the person has a growth
mindset, but if a 6 meant strongly disagree then 6 would
correspond to a growth mindset. Although, this is
sometimes unreliable because research has shown that
these surveys do not reflect the true mindset of people.
Hence, we also use a second research method to determine
someone’s mindset. This second method is through
observation. This requires the researcher to give the
subject a task and watch what they do. Through
observation a researcher can see how subjects respond to
different tasks. For instance, if a subject responds to a hard
tasks by avoiding the situation by playing with a
cellphone, doodling on the paper, fidgeting, falling asleep,
or spending extra time writing down the problems then the
subject would be displaying that they have a fixed
mindset. While if the subject responds to the task by
embracing the challenge, asking questions, or finding
alternative routes to the answer if the first one doesn’t
work then it is determined that the person has a growth
mindset.
RESEARCH POSTER PRESENTATION DESIGN © 2019
www.PosterPresentations.com
This study was approved by the Institutional Review
Board of Slippery Rock University.
Students from the SEFE 200 class were recruited for this
study. These students were not obligated to be a part of
this study and their participation held no bearing on their
class standing or grades.
All participants in this study completed a pre-assessment,
assessment, and post-assessment.
They were highly encouraged to work together through
the math assessment
The graphs above show the data collected from the self-reported surveys. This data shows that most of the participants in the
survey reported that they had a growth mindset. They also reported that they typically do not work on math assignments in
groups. If they want help, they said that they would try to use notes and examples on other assignments then go to their
professor to get the help they need. Although, the data collected from the video taken of the math assessment portion of the
study showed different information than what was self-reported. Group A in whole showed more of a fixed mindset while
performing the task then they did a growth mindset. This was shown through the group’s disengagement from the task. Group A
also did not work together until the very end of the assessment when one member believed that they had found an answer.
Where Group B worked together through the whole assessment. They also were engaged in the assessment the entire time they
were given.
While four of the five study participants reported that
they had a growth mindset, the data collected from the
math assessment and post-assessment suggest otherwise
for some.
Specifically participant A17M reported behaviors
were different from the collected data from the
assessments. The participant reported that they had a
growth mindset, but through the analysis of the math
portion of the survey participant A17M displayed the they
had more of a fixed mindset. This is shown through the
disengagement with the tasks. The participant was often
looking around the room and checking the work of the
other participants. These displays of disengagement
suggest that the participant has more of a fixed mindset
when it comes to math. A few of the other participants
were like A17M in the sense that they self reported that
they had growth mindsets but displayed signs of a fixed
mindset. Including participant B19L who reported a 6,
which is the highest score that could be reported.
Although, their actions show that their score should have
been lower.
The study also showed one participant, B19R, self
reported that they had a neutral mindset. Despite this
reporting the participant displayed that they had a growth
mindset during the math portion of the survey. This was
shown by his lack of disengagement with the tasks. The
participant worked for the entire given time. Due to these
observations, it shows that participant B19R had a growth
mindset rather than a neutral mindset.
In conclusion, when given the ability to self report
many of the participants reported they had a growth
mindset. Although by observing the groups it is evident
that the participants have more of a fixed mindset then
they had reported and vice versa.
Contact Information:
Candace Corvino – cnc1009@sru.edu
Mark Hogue – mark.hogue@sru.edu