 has shown that students with a fixed mindset--that is, those who believe that intelligence (especially math ability) is an innate trait--are more likely to give up when they encounter difficulties because they believe that learning mathematics should come naturally. By contrast, students with a growth mindset--that is, those who believe that intelligence can be developed through effort--are likely to persevere through a struggle because they see challenging work as an opportunity to learn and grow. - Quote by National Council of Teachers of Mathematics)
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Teachers greatly influence how students perceive and approach struggle in the mathematics classroom. Even young students can learn to value struggle as an expected and natural part of learning, as demonstrated by the class motto of one first-grade math class: If you are not struggling, you are not learning. Teachers must accept that struggle is important to students’ learning of mathematics, convey this message to students, and provide time for them to try to work through their uncertainties. Unfortunately, this may not be enough, since some students will still simply shut down in the face of frustration, proclaim, ‘I don’t know,’ and give up. Dweck (2006) has shown that students with a fixed mindset–that is, those who believe that intelligence (especially math ability) is an innate trait–are more likely to give up when they encounter difficulties because they believe that learning mathematics should come naturally. By contrast, students with a growth mindset–that is, those who believe that intelligence can be developed through effort–are likely to persevere through a struggle because they see challenging work as an opportunity to learn and grow.
