Mathematics is one of those subjects we study since time immemorial. However, it is generally viewed at its face value: a ‘requirement’ for each learner to pass in able to be promoted. Thus, more often than not, learners whose mindsets about Math tend to be fixed: it is difficult, study it without the intentions to genuinely learn its concepts and put them to application, but for the sake of leveling up alone. Sad, but true. A question now buds: what must Math educators do to change this disheartening scenario?
While we acknowledge the fact that teachers aren’t the only persons responsible for student learning, we also cannot deviate from the truth that they play an immense role in transforming the system, more so, the lives of their learners, including their belief structure.
A Stanford Professor and author, Jo Boaler, wrote in her book: ‘students either believe they were born with the ability to do math or they were not.’ And whether we admit it or not, this notion greatly affects their learning. To counter this, we, as educators must first assess and evaluate our own mindsets about teaching the course— we have to have a growth mindset about Mathematics. Now, you may be wondering what exactly am I trying to point out with ‘a growth mindset’. Plain sailing, let us not sit easy seeing our classrooms as just a mixed of those who ‘can’ and those who ‘cannot’. We have to bring this common scheme to a stop. Now, another set of queries sprouts: would changing my perception and mindset suffice in turning around the situation? Is this even practicable?
In this way, I’d answer with a big YES for both inquiries, citing an excerpt from a study: Teachers might respond to this challenge by considering their beliefs personally. What do I believe about teaching, and teaching mathematics? What are the most effective models, strategies and practices to nurture all my students’ mathematical thinking? How do the school/district/state/national initiatives reflect my own experiences in the classroom? And far more.
With everything that’s been said, we now have a clearer vision as to how our propositions and mindsets directly affect our students’, and as educators from within our core, we’d surely desire to possess such: a growth mindset about Mathematics.
By: Charis N. Alfanta | Teacher I | BNHS-JHS
