## Mathematical Mindsets

This course unpacks the teaching approach that was used in an 18-lesson intervention that raised the achievement of students learning mathematics by the equivalent of 1.6 years of school. In the teaching intervention, Jo Boaler taught 6/7th graders by giving the students new knowledge of the brain, mindset and mathematics learning and taught through open, creative mathematics.

The course includes over 30 videos of the teaching and interviews with students. It also includes interviews with mindset guru Carol Dweck and leading mathematician Steve Strogatz. The course will be helpful for teacher of mathematics, K-16, and leaders of mathematics. It consists of short videos interspersed with various thinking tasks—such as reflecting on videos, designing lessons ideas, and discussing ideas with peers in the class—to promote active engagement.

This course is self paced and can be taken at any time. Districts can give approximately 30 professional development hours to individuals who take the course and gain a Statement of Accomplishment.

**Who Should Take This Course:**

Math teachers for any grade level (K-16)

**Pricing:**

- $99 per person
- A discounted rate is available for groups of 150 or more, at $75 per person

**Questions?**

Please send an email to: stanford-educ@stanford.edu.

**Lesson 1. Introduction**

This lesson introducing the brain science and mindset research and includes a video interview with Professor Carol Dweck.

- Brain Plasticity
- Mindset
- Smart & Gifted Labels
- Interview Prof Carol Dweck

**Lesson 2. Setting Up Class**

This is the first lesson that begins to unpack our teaching intervention. I start with sharing some fascinating brain research on compression, before introducing our teaching ideas from the first lessons and describing the way we set up our teaching and the students’ learning.

- Compression
- Conceptual learning
- Journals
- Low Floor High Ceiling Tasks
- Number Talks
- Making Conjectures

**Lesson 3. Open, Creative, Visual Mathematics**

This lesson introduces important new research on the importance of visualizing mathematical ideas. It also shares a fascinating set of lessons in which the students were stretched with a complex visual task that encouraged important brain connections.

- Brain Connections
- Number Lines
- Finger Research
- Painted Cube Task
- Prof Maryam Mirzakhani

**Lesson 4. Mistakes and Challenge**

This lesson introduces research showing the importance of struggle, challenge and mistakes for brain growth. We also hear from Steve Strogatz talking about some of the mistakes important to the history of mathematics. This lesson introduces an important set of lessons on algebraic thinking and considers ways to plan lessons for important mathematical ideas.

- Prof Steve Strogatz Interview on Mistakes
- Dealing with Classroom Mistakes
- The Border Problem
- Speed and Performance Pressure
- The Backwards Teaching of Algebra
- Big Ideas & Curriculum Planning
- Challenge

**Lesson 5. Productive Group Work & Class Discussions**

This lesson considers the best ways to group students for productive mathematical discussions. Our students told us that the groupwork was one of the best parts of their lessons, but that groupwork in their school classrooms didn’t work. What was the difference? This lesson considers ways to encourage productive small group work and whole class discussions.

- Productive group work
- Mathematical discussions
- Convince and be a skeptic
- Whole class discussions
- Graphing sequence
- Embodied Cognition – walking the graph

**Lesson 6. Mathematical Freedom**

A goal we should all have for our teaching is letting students think feely about mathematics, encouraging important brain growth and learning. How do teachers set this up for students? It includes paying attention to many parts of teaching – including how students sit, record ideas, learn new ideas, discuss, and how long they spend on tasks. This lesson considers all of these ideas and also shows an amazing case of change, for a Latina girl who hated math. This lesson also shows different ways to work with any curriculum questions and open them to encourage brain growth and learning.

- Prof Steve Strogatz Interview
- Freedom – organizational
- Freedom – mathematical thinking
- A case of transformation

## How to Learn Math for Teachers

**Online Course from Jo Boaler**

Jo Boaler’s groundbreaking course, “How To Learn Math for Teachers,” is available for online registration! Re-recorded in 2016, this update to the original course includes new videos and research. The course has been hugely popular among teachers, taken by over 60,000 people.

At the end of the course:

- 96% of participants said they were more excited about teaching math
- 95% of participants said they would change their teaching because of the course

The course includes:

- New brain and learning research
- Teaching strategies for increasing students’ math motivation and achievement
- Interviews with thought leaders such as Carol Dweck & Sebastian Thrun.

Several classroom teaching videos to watch and consider with master teachers such as Cathy Humphreys - Teaching strategies for increasing students’ number sense and understanding and for making algebra exciting and meaningful
- Teaching strategies for reaching all students and for motivating de-motivated students
- Research based good practice for assessment and grading

This course is self paced and can be taken at any time. Districts can give approximately 30 professional development hours to individuals who take the course and gain a Statement of Accomplishment.

**Pricing:**

- $99 per person
- A discounted rate is available for groups of 150 or more, at $75 per person. Please contact stanford-educ@stanford.edu for more information on groups of 150 people or more.

**Questions?**

Please send an email to: stanford-educ@stanford.edu.