Mathematical Mindsets - Unleashing Students' Potential through Creative Math, Inspiring Messages and Innovative Teaching
How much do I want to read more? 8/10
I'd like to give this book a good score, because the topic raise high in my heart.
The only thing is the gold is lost in the mass of pages it contains. It could take 1/10 of the book to filter only the essential part.
I still like to read on, probably speed-reading it, to extract those valuable "growth-mindset" encouraging techniques.
FOREWORD - Carol Dweck
many teachers actually console their students by telling them not to worry about doing poorly in math because not everyone can excel in it.
parents and teachers allow kids to give up on math before they’ve barely gotten started.
But when we begin to see evidence that most students are capable of excelling in and enjoying math, it is no longer accept- able that so many students fail math and hate math.
INTRODUCTION: THE POWER OF MINDSET
Carol and her research teams have collected data over many years that support a clear finding—that everyone has a mindset, a core belief about how they learn.
When people change their mindsets and start to believe that they can learn to high levels, they change their learning pathways.
I released my first book for parents and teachers, titled What’s Math Got to Do with It in the United States and The Elephant in the Classroom in the United Kingdom. That book details the teaching and parenting changes we need to make for math to be more enjoyable and achievable.
This book is about the creation of mathematical mindsets through a new kind of teaching and parent- ing that is, at its heart, about growth, innovation, creativity, and the fulfillment of mathematics potential.
Chapter 1 - The Brain and Mathematics Learning
I am saying is that any brain differences children are born with are nowhere near as important as the brain growth experiences they have throughout life.
One reason so many students in the United States have fixed mindsets is the praise they are given by parents and teachers. When students are given fixed praise—for example, being told they are smart when they do something well—they may feel good at first, but when they fail later (and everyone does) they think that means they are not so smart after all.
researchers found that the praise parents gave their babies between birth and age three predicted their mind- sets five years later.
praised for “being really smart.” vs “having worked really hard.”
“You are so smart” vs “That is an amazing piece of work”