35%ability

65%effort

Does it work in the classroom?

Where’s the evidence?

35%ability

65%effort

Does it work in the classroom?

Where’s the evidence?

35%ability

65%effort

Does it work in the classroom?

Where’s the evidence?

EDUCATION

THE 2017 WHIZZ INSIGHTS · PART 2

Does a growth mindset make a difference in maths?

THE 2017 WHIZZ INSIGHTS · PART 2 · Does a growth mindset make a difference in maths?

2

Introduction Carol Dweck's growth mindset theory has captured the imaginations of thousands of maths teachers. Backed by huge numbers of American researchers and educators, many now argue that teaching for the right mindset is the secret to every child’s success in maths.

But despite all this enthusiasm, the importance of a growth mindset is unclear for UK schools. British research shows mixed results, and even Dweck has expressed concerns about the ‘misuse’ of mindset.

Among the myths, research and increasing debate, Part II of the 2017 Whizz Insights asks:

Does a growth mindset make a difference in maths? And, if it does, then how can we make it work in the classroom?

What is a growth mindset?Carol Dweck’s pioneering work on the growth mindset started in the 1970s. In one of her earliest experiments, Dweck worked with students who demonstrated aspects of what she later labelled the fixed mindset; students who ‘believe that their basic qualities, like their intelligence or talent, are simply fixed traits.’

If, for example, these students came across a maths problem they couldn’t solve, not only did they quickly give up, they actually became worse at other maths problems. These students assumed that if they struggled, they were simply ‘bad at maths’. Their confidence would collapse, along with their ability to enjoy learning.

In the experiment, Dweck encouraged one group of these students to develop what she would later label the growth mindset; to ‘believe that their most basic abilities can be developed through dedication and hard work.’ She did this by training the group to put their mistakes down to a lack of effort, rather than a lack of ability, and by encouraging them to keep trying in the face of failure.

It worked. The group of students who had been trained for a growth mindset soon began to improve their test scores and outperform the control group, who showed no improvement. Dweck’s full theory began to take shape, and her 1975 article on this experiment became one of the most famous in modern psychology.

When students came across a maths problem they couldn’t solve, they actually became worse at other maths problems

THE 2017 WHIZZ INSIGHTS · PART 2 · Does a growth mindset make a difference in maths?

3

Does it work in the classroom?In the four decades since Dweck’s first studies, the growth mindset has become a hugely influential idea in education. Research from hundreds of studies and experiments, conducted by Dweck herself as well as many others, has consistently shown the positive impact of a growth mindset on student engagement, confidence and attainment.

However, recent research has raised questions about the effectiveness of the growth mindset for UK schools.

In 2013, the Education Endowment Foundation (EEF) studied the effect of growth mindset workshops on Year 6 SATs results. While they did find a link between workshops for students and performance in maths—almost two month’s extra progress—the findings were not strong enough to be considered statistically significant.

More worryingly for supporters of the growth mindset, the EEF also found that workshops for teachers made no impact on students’ maths progress.

Outside schools, some social psychologists have begun to question Dweck’s methods, suggesting that her original findings may be inaccurate. Dweck herself has publicly expressed concerns about teachers and parents ‘misusing’ her theory, either by misinterpreting the growth mindset or by using it as a new label for their own beliefs and practices.

At Whizz, we’ve seen the power of a growth mindset approach done properly. We’ve worked with hundreds of thousands of students and teachers to make huge improvements in their ‘natural’ ability, building confidence and a passion for maths.

In all of our research and experience, the evidence is clear: with the right teaching approach that caters to learners’ individual needs, solid encouragement and some hard work, every child really can excel in maths.

There are questions about the effectiveness of the growth mindset for UK schools

THE 2017 WHIZZ INSIGHTS · PART 2 · Does a growth mindset make a difference in maths?

4

Five ways to achieve a growth mindset for maths in your classroomMore than any other subject, maths suffers from the fixed mindset. As a recent Stanford study suggested, a big part of this stems from the common misconception that maths is one dimensional—that there is only ever one way of getting to the right answer.

• In reality, mathematics is a big jumble of concepts and ideas, not a fact-finding mission; success is about choosing and applying the best strategies from a range of options. Often it’s about asking the right questions rather than seeking blunt answers. Encouraging this kind of ‘multi-dimensional’ approach to maths can help us to teach a growth mindset.

• How? Well, realising that maths is multi-dimensional means it makes sense to learn in co-operative and mixed-ability groups, in which every student can access the task and contribute. An example problem might be ‘find 40% of this number using as many different methods as you can’, which students of varied abilities can tackle at their individual level.

With this kind of inclusive learning, students escape being labelled as part of an ability group that ‘can’ or ‘can’t’ do maths.

• A multi-dimensional approach can also help us to emphasise effort instead of qualities like intelligence. With more attention for the methods used, it’s more natural to say ‘you must have worked hard’ rather than ‘you’re so clever’. But a growth mindset isn’t about simply trying harder. It’s about putting effort into the right places, which is supported by paying attention to students’ use of method.

• A growth mindset also means embracing mistakes; seeing errors as opportunities to learn and grow, instead of failures. This once again becomes easier when we pay attention to methods and procedure rather than just final answers—instead of just telling students they got the answer wrong, mistakes help them to see how to improve their strategy.

• Students need to understand that better effort can and will lead to greater success, so it’s important they receive regular feedback that highlights incremental successes—constant small improvements that help them to understand and visualise their own growth.

Mathematics is a big jumble of concepts and ideas, not a fact-finding mission

THE 2017 WHIZZ INSIGHTS · PART 2 · Does a growth mindset make a difference in maths?

5

Want to read more?

Marina Krakovsky: The ‘Effort Effect’ The Stanford Magazine survey the impressive research career of one of their most famous alumni, Carol Dweck.

PERTS: ‘Is it enough for teachers to have a growth mindset?’ The Stanford applied research centre take a look at the research of Dr Kathy Liu Sun, arguing that a multidimensional approach to maths is what really helps teachers encourage a growth mindset for their students.

Tom Chivers: ‘A Mindset “Revolution” Sweeping Britain’s Classrooms May Be Based On Shaky Science’ Science writer Tom Chivers questions the results of Dweck’s growth mindset research.

www.whizz.com/growth-mindset-in-the-classroom