Incorporating Growth Mindset into Your Classroom

Erica Warren, York, PA

Motivation is a much sought after commodity in mathematics classrooms today. Engagement with learning is essential because it leads to sustained interaction and practice. For the last two years, I have focused on improving student motivation and engagement by incorporating the findings of Carol Dweck’s book, Mindset: The New Psychology of Success, into my classroom. Dweck is a psychology professor at Stanford University. Her book’s premise is that there are some people who have fixed mindsets while others have growth mindsets. People with fixed mindsets believe their basic intelligence or talent are simply fixed traits. On the other hand, individuals who embrace a growth mindset understand that intelligence and talents are just a starting point. Through focused practice and productive effort, they can fundamentally change their brain, intelligence, and abilities. Since Dweck’s book was published, numerous research groups ran studies to test the idea that if students understand that they can grow their brain and improve in any area, they will improve in their motivation, engagement and therefore academic performance.  In these studies, students who were taught that intelligence is something they could grow earned higher grades (Aronson, Fried, & Good, 2002Blackwell, Trzesniewski, & Dweck, 2007) or test scores (Good, Aronson, & Inzlicht, 2003) compared to randomly assigned control groups. Below are six ways to encourage a growth mindset in your students.

Expose Students to Current Neuroscience Research. Scientist in several studies have seen that the brain functions more like a muscle growing and developing through focused practice. For example, in the London cabdriver study, a group of trainee taxi drivers and individuals not training to become cab drivers (the control group) were examined. To become a cab driver in London, drivers need to study for between two and four years and at the end of that time take a test called The Knowledge. To pass The Knowledge, drivers must memorize over 25,000 streets and 20,000 landmarks in Central London. Over time, the scientists took MRI snapshots of the taxi drivers’ and control group’s brain structure. At the start of the study, the participants showed no visible differences in brain structure. However, scientists found that after this complex spatial training, the hippocampus of the taxi drivers had grown significantly. The hippocampus is a part of the brain that specializes in acquiring and using complex spatial information. (Read more studies at

Show Students the Power of Yet. Consider something in your life that you struggle with. For me, it is spelling. I battle with the spell check as I struggle to get my thoughts out. This is an example of a fixed mindset. Now consider how one word –“yet” – can change my mindset. I am not a good speller YET. This one word creates hope and endless possibilities. I often hear my students say, “I’m not good at this” or “I’m just not a math person.” My response to their frustration is typically a challenge: “Add a YET onto the end of that statement.” Another way I teach students about the power of this word is by making all my assessments cumulative. In class, I make public that it takes time, effort, and support to master a concept. When concepts from previous chapters show up on a future assessment, students have the opportunity to show growth over time. Give students the task, and repeat the task several times through the course to allow students to see their growth overtime. Next compile all these tasks into a portfolio where students reflect on a problem and how their understanding grows over time. For example, in my eighth grade course I present a systems of equations problem several times throughout the year. In the beginning of year, most students construct a table to complete the task. Later in the course, students will then be able to graph it. Finally, students will write a system of equations and solve it a variety of ways. Students begin to see that no test can define them. Anyone can always significantly change his or her intelligence with focused practice.

Do Not Say “Try Hard.” Students are told from an early age to just keep trying. However, a student struggling with a math concept may respond with “But why should I keep trying when I’m just not good at this?” This is an opportunity to connect their thinking back to the neuroscience research. In conversations with students, remember to not just tell them to “try hard” but rather ask them to try hard because this practice will make their brain grow. Working hard is not something that makes you vulnerable; it is something that makes you smarter.

Celebrate Learning from Mistakes. Traditionally, pencils are the writing utensils of choice in mathematics classroom. However, some days in my classroom we do all work in pen, then students work in pairs to review their mistakes. We discuss what mistakes occurred during a particular lesson and what learning took place from those mistakes. Mistakes promote team discussion about what we can learn from them. When I was observed by an assistant principal a few years into my teaching career she said not to focus on mistakes. Rather she suggested I ask students what they did well on and what they remember. She said this would create a more positive classroom climate. This seems like a great strategy, yet it is somewhat opposite to the thinking of the growth mindset. It has been tricky weaving these approaches into my conversations with students. Nevertheless, with a climate of celebrating mistakes, students are more open to admitting they made a mistake. Oftentimes, I will pull the class together to share a mistake that a student made. I will ask the class, “What do I like about this mistake? What can we learn from this mistake?” After a few weeks of this, several students in the class with raise their hand and share with the whole class when they make a mistake. Consider how comfortable these students feel that they can admit to 29 of their peers that they made a mistake! This has an impact on the classroom climate.

Be Mindful of Fixed Mindset Talk.  Every year during parent teacher conference I have at least one parent tell me that he or she is not good at math so I should not expect their child to be a math person, or the parent says the child does not have the “math gene.” This type of parental talk is very destructive to students’ perceptions of their abilities. During parent teacher conferences, I communicate that anyone can be successful in math. Success in math depends on the amount of focus practice and productive effort the learner applies. I often recount this story from my childhood. In third grade, I struggled with timed multiplication tests. My best friend Amanda was always a wiz at these tests. I felt that she was just good at multiplication and I was not. Then, one day I was riding in the car with Amanda and her mom. For the majority of the car ride, Amanda’s mother fired multiplication facts at her. My memory illustrates an important point about practice: it is not always visible. Share this point with students, parents and all stake holders in education.

Show Short Video Clips. Another option to reinforce Growth Mindset is to show short video clips. I have complied several video clips that I have used in 7th and 8th grade. A colleague who teaches calculus at the high school also reported the positive effects these clips had on his classes. Check out my growth mindset playlist at:

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Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.