Teachers tell us that their pupils often have a ‘fixed mindset’ towards maths.
They say pupils become anxious, disruptive or disengaged when challenged with a new or tough maths problem.
They are scared of making mistakes, being criticised or being labelled as ‘not clever’.
A high school maths teacher told us: “Most of my pupils have negative attitudes towards mathematics and expect to be told exactly what to do at all times. I would like them to enjoy their time in maths and be open to experimenting, exploring ideas independently, and trying things for themselves.”
However, teachers taking part in our mindset in numeracy programmes say their pupils are developing a growth mindset towards maths. They say their pupils:
Are more engaged in maths and more willing to try tougher challenges
Are less scared of making mistakes (and learn from them when they do)
Show more persistence and effort with their maths tasks
In Dundee, where we support two-thirds of all primary schools, Scottish Government data showed that 87% of these schools demonstrated improvements in numeracy attainment between 2017-18 and 2018-19.
We support more than 500 teachers across Scotland through our mindset in numeracy programmes.
Our newest approach is called 'Limitless Learning' - a practical, highly applicable blended learning course for teachers that enables them to implement mindset maths techniques in their classrooms.
An evaluation report demonstrated a range of positive outcomes including:
Prior to the course 52% of teachers agreed that ‘some people are born with a maths brain’. This drops to 17% post course.
100% of teachers felt the course improved their knowledge. 94% felt the course made them a better teacher.
11% of pupils reported that they wanted their teacher to set maths problems every day
97% of participants completed the entire course.
“We’d done some growth mindset work before, but this was like they’d perfected it,” said a transition teacher taking part.
From speaking to and surveying teachers around the country, we have learned that a significant number of children in Scotland are uncomfortable doing maths.
“All of the learners feel more confident around maths. They enjoy it a lot more than they did previously and perceive it differently, they don’t see maths as a challenging subject anymore. They are a lot more engaged and enjoy it. The growth mindset approach made them feel more positive around maths.” Kiara Sim, Isobel Mair School, Newton Mearns, East Renfrewshire
“This project has changed my learners. Maths doesn’t seem to be scary anymore. They enjoy it. They feel they belong in a maths lesson whereas before they seemed to dread maths. They have a belief in themselves that they can tackle anything put in front of them.” Danielle Craig, St Anthony’s Primary School, Johnstone, Renfrewshire
“I heard less negativity towards maths and much more giving things a go. There were some very nervous and unsure children, including some with dyslexia and potentially dyscalculia. Now they put their hands up and contribute whereas previously they would never have said anything.” Lisa Drummond, St Augustine’s Primary School, Coatbridge, North Lanarkshire
maths impact across scotland...
Creating a culture of growth mindset in the next generation of teachers
Using the Chilli Challenge to develop a can-do attitude
Developing mathematical growth mindsets through Number Talks
Mindset Teams programme creating powerful impact in Scotland
Pupils learn to love maths after growth mindset lessons
Whole school approach to creating a growth mindset culture
Growth mindset helps dispel myths about maths
Pupils reconnect with school after learning about growth mindset
Motivation and practice helping secondary pupils find success in maths
Pupils change their minds about intelligence after growth mindset lessons
Pupils share growth mindset strategies in class
Growth mindset creates a more positive learning environment for pupils
