Next Article in Journal
Educational Leadership in Post-Colonial Contexts: What Can We Learn from the Experiences of Three Female Principals in Kenyan Secondary Schools?
Previous Article in Journal
Motivations and the Level of Practicing Physical Activities by Physio-Kinetotherapy Students
Previous Article in Special Issue
Productive Disruptions: Rethinking the Role of Off-Task Interactions in Collaborative Mathematics Learning
Article Menu

Export Article

Open AccessArticle
Educ. Sci. 2018, 8(3), 98; https://doi.org/10.3390/educsci8030098

Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach

Stanford Graduate School of Education, Stanford University, Stanford, CA 94305, USA
*
Authors to whom correspondence should be addressed.
Received: 4 March 2018 / Revised: 4 June 2018 / Accepted: 1 July 2018 / Published: 4 July 2018
(This article belongs to the Special Issue Dispelling Myths about Mathematics)
Full-Text   |   PDF [1816 KB, uploaded 4 July 2018]   |  

Abstract

The idea that success in mathematics is only available to those born as “mathematics people” has been challenged in recent years by neuroscience, showing that mathematics pathways develop in the brain through learning and practice. This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. We refer to the combination as a Mathematical Mindset Approach. Using mixed methods, we conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. We collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from our quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on our qualitative analysis, we propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners. View Full-Text
Keywords: mathematics; mindset; myths; teaching; learning; identity; blended learning mathematics; mindset; myths; teaching; learning; identity; blended learning
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Supplementary material

SciFeed

Share & Cite This Article

MDPI and ACS Style

Anderson, R.K.; Boaler, J.; Dieckmann, J.A. Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach. Educ. Sci. 2018, 8, 98.

Show more citation formats Show less citations formats

Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top