This beautifully illustrated card represents a summary of the messages from Jo Boaler’s book, Mathematical Mindsets, about ways to open up tasks and create a mathematical mindset classroom. Many thanks to Tulare County Office of Education’s Shelah Feldstein for helping with the ideas and Christine Roberts for illustrating the card. We hope you like the ideas and find this useful in your teaching.
Something interesting happened to me recently. I was invited by the PISA team to attend the OECD in Paris and discuss possible avenues for further data analysis, drawing from their giant and fascinating data set of 15 million students worldwide. I sat at the table with the team on the first morning and the first question the director asked me
Refraction focuses on teaching fractions and discovering optimal learning pathways for math education. Refraction lets you bend, split, and redirect lasers to power spaceships filled with lost animals! Help free as many animals as you can by expanding your knowledge of fractions. Play Game
Teachers in the United States are often forced to follow directives that make little sense to them and are far removed from research evidence. One of the initiatives mandated by many school districts that I place high in the category of uninformed policy is the use of timed tests to assess math facts and fluency. This article summarize the evidence from neuroscience and describe an alternative pedagogical routine that teaches number sense and math fluency at the same time as it encourages mathematical understanding and excitement. Teaching Children Mathematics April 2014
There is a huge elephant standing in most math classrooms, it is the idea that only some students can do well in math. Students believe it, parents believe and teachers believe it. The myth that math is a gift that some students have and some do not, is one of the most damaging ideas that pervades education in the US and that stands in the way of students’ math achievement. This short paper summarizes five recent and important areas of knowledge that have emerged from studies of the brain and learning and that address this myth head-on. Download
A selection of videos from Jo’s student online course.
This is a short paper by Jo in which she describes what mathematics classrooms should look like from her work in classrooms and research in mathematics education. This may be useful to give out to parents / administrators and others.
Research has recently shown something stunning—when students make a mistake in math, their brain grows, synapses fire, and connections are made; when they do the work correctly, there is no brain growth (Moser et al. 2011). This finding suggests that we want students to make mistakes in math class and that students should not view mistakes as learning failures but as learning achievements (Boaler 2013a). Students do not, as many assume, need to revisit a mistake and correct it to experience brain growth, although that is always helpful; brain growth comes from the experience of struggle. When students struggle...