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  • How Inquiry Pedagogy Enables Teachers to Facilitate Growth Mindsets in Mathematics Classrooms

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    O’BrienPUB1343.pdf (872.8Kb)
    File version
    Version of Record (VoR)
    Author(s)
    O'Brien, Mia
    Makar, Katie
    Fielding-Wells, Jill
    Hillman, Jude
    Griffith University Author(s)
    O'Brien, Mia B.
    Year published
    2015
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    Abstract
    Growth mindsets are vital for effective lifelong learning. Students with growth mindsets are more willing to learn new things, take risks, and embrace challenges. Students with fixed mindsets have limiting beliefs about their abilities, and will attribute success in learning to factors beyond their control. Inquiry in mathematics classrooms may have the potential to facilitate growth mindsets. This paper provides an analysis of inquiry mathematics in a primary classroom and reflects upon its potential to foster growth mindsets in classrooms.Growth mindsets are vital for effective lifelong learning. Students with growth mindsets are more willing to learn new things, take risks, and embrace challenges. Students with fixed mindsets have limiting beliefs about their abilities, and will attribute success in learning to factors beyond their control. Inquiry in mathematics classrooms may have the potential to facilitate growth mindsets. This paper provides an analysis of inquiry mathematics in a primary classroom and reflects upon its potential to foster growth mindsets in classrooms.
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    Conference Title
    Mathematics Education in the Margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia
    Publisher URI
    https://www.merga.net.au/Public/Public/Publications/Annual_Conference_Proceedings/2015_MERGA_CP.aspx
    Copyright Statement
    © 2015 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the conference’s website or contact the author(s).
    Subject
    Curriculum and Pedagogy Theory and Development
    Publication URI
    http://hdl.handle.net/10072/123680
    Collection
    • Conference outputs

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