Classroom Culture & Mindset

Classroom Culture & Mindset

Often times students and adults think of themselves as being a math person or not a math person, but we know that is just a myth. As Carol Dweck explains in her book “Mindset: The New Psychology of Success,” there are two mindsets: a growth mindset and a fixed mindset. Fixed mindset ideas include ideas about intelligence being fixed and not being a math person. Growth mindset says that we can increase our intelligence through learning and effort. Unfortunately, fixed mindset ideas are more prevalent about the subject of mathematics than other subjects. It is important to understand that people do not have just a single mindset, rather we are all a mixture of both, and understanding our mindset can help us to improve.

CVNIC began our learning and work around culture and mindset in 2016. We continue to test change ideas and learn about ways to make a positive impact on students’ mindsets about mathematics as we create classroom cultures that support and foster these beliefs.

In July 2020, our team conducted in-depth analysis and created a report for California Collaborative for Educational Excellence (CCEE) about CVNIC’s collaborative approach to transforming mathematical mindsets, while illuminating specific classroom practices that lead to improved mathematical mindsets for students. The three major concepts of mindset that emerged were that mistakes are valuable, the power of yet, and the importance of struggle and perseverance, and has created two mindset briefs designed to inform schools and teachers about how to positively impact mathematical mindset. We are pleased to share these briefs below.