The aim of this project centred around participation in mathematics using the learning pit. We embedded the learning pit into every mathematics lesson with the hope of developing a growth mindset among the primary 2 children. We wanted those children who had previously had a fixed mindset towards maths, to have a visual they could use to determine the many steps in learning a new concept and understand that they are not just expected to ‘get it’. The learning pit emphasises “The Power of Yet” and helps children to understand how they may be feeling and the stage they think they are at with a new concept. By giving children the opportunity to make mistakes, with the understanding that this is a stage in their learning journey, we hoped they would start to think more positively about maths.
Before the project, we carried out an evaluation of childrens’ mindsets towards maths. Then from September to December, we embedded the learning pit into every mathematics lesson. We began by introducing the stages of the learning pit and found some children automatically connected with it. Others found being so honest about their learning journey hard and shut down. This group of children became the target group for the project.
By embedding the learning pit into daily lessons, the majority of the primary 2 children began thinking about maths differently. They were eager to try because the pressure of making mistakes was gone and some found success from the beginning. Other children took a little longer to engage with the learning pit and this was because they didn’t fully understand each section before starting. A minority of children still found the idea of the learning pit difficult and needed further intervention. We worked with these children using the learning pit in other subjects to reinforce it and to make sure they were more comfortable using it.
By the end of the project, we had only one or two children who would say “I can’t do this” or who wouldn’t try because they still felt anxious about making mistakes or not getting the right outcome. Overall, we believe we achieved the aim of the project, based on formative assessments, as most children in the class changed their mindset about maths and used the learning pit as a tool during maths lessons. The questionnaires carried out at the beginning and end of the project showed little difference in the answers produced. However, we believe this is because the questions weren’t tailored to the learning pit and were more focused on feelings and enjoyment towards maths. We think the children didn’t connect the use of the learning pit to the questions being asked. This is something we would change if we were to repeat the project.
The project began in September with us carrying out the pre-assessment questionnaires. Child absences meant that this took a little longer to complete than expected, with the project fully kicking off mid-September. This was a concern, but by the start of October, most of the class were starting to use the learning pit effectively and quicker than predicted. The planned formative assessment was conducted mid-way through October and most children had responded well by this point. The last assessment was carried out during December, but took a little longer than expected to complete, pushing the end date out slightly.
After the initial introduction of the learning pit, it became apparent that some children weren’t responding as predicted. To address this, we adopted a more intensive approach with these children. We started using the learning pit in all areas of the curriculum to further enhance their understanding and re-introduced each section of the learning pit and provided examples for them. We also asked some of the children who had grasped a good understanding of the learning pit to speak to the target group, to give more opportunities for them to relate to using it.
Covid was an unpredictable factor in this academic year, with children absent during times when we had planned to carry out assessments. This pushed the first assessment back two weeks but was necessary to get a true overview of the children’s mindset towards maths and the use of the learning pit. The final assessment was also delayed by one week due to Covid absences. Overall, two changes were made throughout the project.
Throughout the project, we observed different reactions to the learning pit. One group of 12 children (Group 1), almost immediately responded positively towards the use of the learning pit. Early on they began speaking about the stage they were at when they first learned a concept, when they were further along their learning journey, and when they felt they had reached success. These children also showed a calm attitude towards making mistakes and really listened, instead of shutting down and not continuing. Pupil A within this group loved to use the learning pit and was immediately enthusiastic. One day, we were learning column subtraction for the first time. He proudly showed the class his work and when he got all the questions right, he said was in the improvement zone and climbing out of the pit. The rest of the class celebrated his achievement with him.
Another group of four children (Group 2) reacted differently. Initially, they did not fully grasp the ideology of the learning pit. They would forget that making mistakes is a part of learning and not to get upset. This was one of the groups we did further intervention with. By the mid-assessment, these children had not made the same progress as Group 1, but by December they had really improved and were using a growth mindset in the class and using the learning pit. Pupil B within this group initially groaned when it came to maths time, now she loves maths because she can use the learning pit to see when she has made it to the next stage. This has really helped her academically.
The final group of five children (Group 3) really struggled with the concept of having a growth mindset and using the learning pit. We were interested in how these children would respond during maths lessons. At first, they shut down immediately, verbalising that they “can’t do it” and became emotional. Even after further intervention their mindsets came and went depending on how they were feeling at the time. We think a lot of other factors influenced these children’s mindsets (e.g., parents who vocalise not liking maths, not getting a good sleep at night, coming in late to school). Pupil C within this group will require prolonged use of the learning pit or perhaps another tool to promote a growth mindset.
At the end of the project, Group 1 and 2 were accustomed to using the learning pit during maths and participation in these groups has increased. Group 3, however, will need continued intervention throughout their time at school. Overall, most children in the class are now motivated through developing and using a growth mindset during maths.
We used the table below to compare the results from the first and final questionnaires, to see if there was an improvement in the mindsets of the children.
In response to the first question, there was a 10 percentage point decrease in smiley faces from September to December. However, there was also a 16.6 percentage point increase in children saying that they feel excited about doing maths work. We think this is because pupils didn’t fully understand what they were being asked and that the question wasn’t tailored enough to the learning pit. On reflection, we should have tailored the questions to better align with the focus of the project.
The responses below were taken from the mid-assessment in October and show the variety of attitudes towards the learning pit.
Pupil A from Group 1
Teacher – “Where do you think you are in the Learning pit?”
Pupil A – “I am in the mistake making zone because I am still making some mistakes in my jotter. I know mistakes help you learn.”
Teacher – “How do you feel when you make a mistake?”
Pupil A – “It’s a bit annoying but I know it helps me learn and get better.”
Pupil B from Group 2
Teacher – “Where do you think you are in the Learning pit?”
Pupil B – “I don’t know that much about taking away yet, so I think I’m just jumping in just now.”
Teacher – “And what does that mean?”
Pupil B - “I think I want to try it.”
Teacher – “Column subtraction?”
Pupil B - “Yes.”
Pupil C from Group 3
Teacher – “Where do you think you are in the Learning pit?”
Pupil C – “I don’t know.”
Teacher – “How do you feel about your maths work just now?”
Pupil C – “I don’t know, I don’t want to do it.”
Teacher – “Why not?”
Pupil C – “I can’t do it.”
Overall, we were able to see an improvement in using a growth mindset during maths lessons and this has had a positive impact on pupil participation.
The questionnaire used during the assessments is shown below:
During the project and the Mindset Champion course, staff within the school have been supportive and eager to learn about growth mindset and the use of the learning pit. Staff have been interested in how to use the learning pit and the impact it has had on the children. Some staff don’t fully understand the value of developing a growth mindset during maths lessons, which is something we hope to change in the future. We are keen to share the benefits, with pupils being more engaged and positive about their learning and pushing themselves to reach success. Senior management have reviewed the project and are very impressed with the progress the class has made towards developing a growth mindset in maths. They would like to share this learning through a CPD session for the rest of the staff.
Following on from my project, we will be delivering a CPD session to the staff in the school, sharing important messages from the course and the project. This is a big responsibility as we want to properly convey the benefits of children having a growth mindset in maths. We then hope to implement the learning pit and develop growth mindset in every class throughout the school. This should have a significant impact across the school where mindsets towards maths are predominantly negative. We will continue to use the learning pit in all classes in future as its importance is unmatched. If a child fully understands the learning pit, they will believe they can comfortably learn anything.