eCite Digital Repository

How inquiry pedagogy enables teachers to facilitate growth mindsets in mathematics classrooms

Citation

O'Brien, M and Makar, K and Fielding-Wells, J and Hillman, J, How inquiry pedagogy enables teachers to facilitate growth mindsets in mathematics classrooms, Mathematics education in the margins: Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, 28 June - 2 July, University of the Sunshine Coast, Sippy Downs, QLD, pp. 469-476. (2015) [Refereed Conference Paper]


Preview
PDF
957Kb
  

Copyright Statement

Copyright 2015 Mathematics Education Research Group of Australasia

Official URL: http://www.merga.net.au/node/38?year=2015

Abstract

Growth mindsets are vital for effective lifelong learning. Students with growth mindsets are more willing to learn new things, take risks, and embrace challenges. Students with fixed mindsets have limiting beliefs about their abilities, and will attribute success in learning to factors beyond their control. Inquiry in mathematics classrooms may have the potential to facilitate growth mindsets. This paper provides an analysis of inquiry mathematics in a primary classroom and reflects upon its potential to foster growth mindsets in classrooms.

Item Details

Item Type:Refereed Conference Paper
Research Division:Education
Research Group:Curriculum and Pedagogy
Research Field:Mathematics and Numeracy Curriculum and Pedagogy
Objective Division:Education and Training
Objective Group:Learner and Learning
Objective Field:Learner Development
Author:Fielding-Wells, J (Dr Jill Wells)
ID Code:102052
Year Published:2015
Deposited By:Education
Deposited On:2015-07-24
Last Modified:2016-03-31
Downloads:290 View Download Statistics

Repository Staff Only: item control page