Ability and Mathematics: The Mindset Revolution that Is Reshaping Education.

By Jo Boaler. 2013

288 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/16908666d956278bbfe79d69f42ed04f35c383dd

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In Cognitive Neuroscience

In Education

In Experimental and Cognitive Psychology

Citations in the corpus

To What Extent and Under Which Circumstances Are Growth Mind-Sets Important to Academic Achievement? Two Meta-Analyses (2018, background): “” Boaler (2013) summarized the impact as the “mindset revolution that is reshaping education.” Part of the reshaping effort has been to make funding mind-set research a “national education priority” (Rattan et al., 2015, p. 723) because mind-sets have “profound effects” on school achievement (Dweck”
The many colors of algebra: The impact of equity focused teaching upon student learning and engagement (2016, background): “In the United States and other western countries, there is a widely held belief that students’ mathematical potential is etermined by their ‘ability’ (Boaler, 2013a; Boaler, 2013b; Dweck, 1986; Dweck, 2001), and school-wide practices, such s tracking, rest upon such beliefs (Boaler, 2015; Boaler,…”
The effects of resilience in learning variables on mathematical literacy performance: a study of learning characteristics of the academic resilient and advantaged low achievers in Shanghai, Singapore, Hong Kong, Taiwan and Korea (2017, background): “Put simply, students equipped with a growth mindset learn more effectively, displaying a desire for challenge and resilience in face of failure (Boaler, 2013).”
Research Suggests that Timed Tests Cause Math Anxiety (2014, background): “In a separate publication outlining the importance of students developing a “growth mindset” (Boaler 2013), I describe ways in which open tasks encourage the opportunity for important learning and for viewing math as a learning subject, whereas narrow and closed tasks encourage students to develop…”