Mindset Maths

This class used everyday examples and life experiences to improve understanding of maths and mindset, whilst boosting presentation skills in the process.

The time of day was found to be the biggest predicter of class engagement in this project, but working on a growth mindset improved pupils resilience and view of mistakes.

Most pupils in this S2 maths class understood why certain maths strategies worked and were more engaged in learning, following the introduction of manipulatives.

These secondary pupils took ownership of their own learning by reframing how they saw mistakes, struggle and the classroom environment.

These were some of the new teaching approaches this maths department used to drive higher engagement, understanding and ultimately attainment for its S1 pupils.

By starting to create a culture that valued mistakes, these secondary pupils became less afraid to put their hands up and more engaged in maths.

These secondary pupils embraced working through their assessment mistakes, to improve their maths understanding and confidence.

Sharing mistakes as a way of developing a growth mindset had positive results for most of this S1 maths class, but a more embedded classroom culture could have made a greater difference.

This S2 maths class were encouraged to change their mindset around making and sharing ‘good’ mistakes. More time and targeting would likely have meant more success.

Using mindfulness and the books around them, this Early Years setting found that growth mindset language could improve resilience and engagement of children and staff alike.

These P4 maths groups learned to work well together to embrace mistakes, try out strategies and confidently share their learning, building a growth mindset in the process.

Focusing on the value of mistakes helped these groups from P3 and P5 to develop a growth mindset and become far more engaged in numeracy lessons.

Augmenting a growth mindset approach to learning with class ‘experts,’ saw an increase in engagement and the level of challenge sought by these P6 children during numeracy.

Using weekly mindset lessons and the learning pit to turn around the beliefs and mindset of one class, the results soon spread across the curriculum and the whole school.

This primary 6/5 class went from disengagement to excitement when facing numeracy challenges, following lessons on growth mindset and the learning pit.

Using growth mindset, these children changed their attitude to challenge and how they saw mistakes, helping them live up to their Shakira theme song.

Developing a growth mindset in maths lessons was easier for most of these primary 2 children, when they jumped into the learning pit.

Most of these primary 7 children changed their attitude to learning, challenge and making mistakes, with some still ‘struggling’ towards a growth mindset.

Growth mindset strategies, Chilli Challenge tasks and a learning pit display all support these P1 children to seek out ‘Spicy’ challenges.

These primary 1 children changed their attitude to challenging maths, with help to develop a growth mindset provided by some Sesame Street favourites.

Growth mindset lessons and an interactive teaching approach, changed this school’s attitude to maths and problem solving into a smiley face.

By changing their language, the feedback given and how they viewed mistakes, this class understood what it took to develop a growth mindset and reduce maths anxiety.

These primary pupils experienced a change in attitude, behaviours and belief when learning maths, through the power of growth mindset language alone.

Following lots of disruption, this primary 7 class used a growth mindset approach to re-engage learners and address maths anxiety, when schools returned.

Using growth mindset, this small group of nursery children built their confidence, resilience and engagement and achieved their numeracy milestones.

After a mindset project, these S1 pupils were more confident, engaged and positive about maths and their teachers.

Find out how this class used cooperative learning partners to improve confidence and knowledge of mental maths strategies and build a growth mindset.

Learning about growth mindset and how the brain works, has an exciting impact on pupils who previously struggled to engage with tricky problem-solving.

This class worked on different feedback techniques and how to use them to improve their own learning and class discussions.

Progress was cut short due to the pandemic, but children were still able to use growth mindset approaches to better understand the link between maths and money.

A Primary 7 class experience the benefits of growth mindset concepts, before taking them to their parents and, in time, the whole school.

Starting with language and building into strategy sharing, this growth mindset project benefited not only the target group, but a whole classroom.

Determined to transform children’s understanding of maths and mindset, a teacher uses Number Talks to dispel some myths and build confidence.

Pupils in a secondary maths class are taught the value of workings as a way to embrace and learn from their mistakes.

Teaching for a class of first year pupils was transformed using insights from exit tickets and a range of techniques aimed at improving mastery.

By linking growth mindset directly to mathematical problem-solving, this P7 class improved their attitude, approach and engagement when facing challenge.

Adapted ‘chilli challenges’ were used to support children to push themselves out of their comfort zone, persevere and become more confident with mental maths.

This project used positive feedback techniques and growth mindset to try to see learning as a journey and not an outcome.

Combining growth mindset and nurture principles to improve the social, emotional and mental wellbeing of children, with a knock-on impact on numeracy attainment.

Number Talk strategies were combined with growth mindset messages to produce great results in attainment and attitudes to learning.

Find out how a target group used growth mindset lessons to change self-concept and behaviours and improve their maths skills.

Using growth mindset and exploring maths creatively including via outdoor learning, to increase self-efficacy and improve attainment.

The project delved into understanding the mindset of individual’s and supported them to engage in understanding maths concepts, when the learners were often less likely to commit to tasks unknown to them.

The main aim of the project was to develop a growth mindset in the P1-3 pupils by improving their enjoyment and achievement in numeracy.

Back in June 2020, when I first started this growth mindset course, my vision and aim for the final project was completely different to my final aim and the aim I followed. In the end, the aim of my project was 'How does an active maths approach change mindset'.

Using growth mindset to help increase numeracy attainment, achievement and enjoyment, within a additional support needs provision.

Improving the mindset of P4 learners when it came to taking part in maths activities.

Increase the motivation and participation of every child, providing them with an inclusive learning opportunity, particularly developing a mind-set that will help close the gap for those living in poverty.

Using growth mindset to help increase numeracy attainment for a group of P4 pupils