Much research supports that student mindset influences how well students do in school and that teacher actions influence student mindset. Research has also shown that just because a teacher has a growth mindset, it does not imply that their students will also have a growth mindset. This research looks closer as to why a teacher's mindset does not correlate with their students' mindset by further examining teacher mindset and the connection between teacher mindset and teacher actions. In summary, teachers' mindsets do not directly influence student mindset for a few reasons: secondary mathematics teachers have different mindsets towards honors and regular students, while they have heard about mindset, they do not understand mindset deeply, and mathematics teachers do not know how to help their students develop a growth mindset.
College and Department
Physical and Mathematical Sciences
BYU ScholarsArchive Citation
Kunz, Emily Ann Hales, "Secondary Mathematics Teachers' Mindsets" (2020). Theses and Dissertations. 8691.
growth mindset, fixed mindset, mathematical mindset, secondary mathematics classroom, teacher development, honors students, regular students, learning mathematics