Math Mindset PLCPowerPoint Slide Deck

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Assessing the Current ‘Math Mindset’

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All of us who are stakeholders have a role to play and important actions to take if we finally are to recognize our critical need for a world where the mathematics education of our students draws from research, is informed by common sense and good judgment, and is driven by a non-negotiable belief that we must develop mathematical understanding and self confidence in all students NCTM Principles to Action

Somehow it’s okay for people to chuckle about not being good at math. Yet if I said, ‘I never learned to read,’ they’d say I was an illiterate dolt.

Neil deGrasse Tyson

If you stop at general math, you’re only going to make general math money.

Snoop Dogg

I don’t like to be negative about mathe because it really teaches you a lot of great things. You kind of use math every day

Madison Davenport

What is the Overwhelming Public Perception of ‘Math’?

Emily CalandrelliMIT GraduateNASA InternXploration Outer Space Host and ProducerPassionate about STEM

NASA – Bill Stafford

Emily’s TEDx Talk on the dangers of negative STEM stereotypes and how we can promote a positive attitude toward STEM literacy

Play Video: idontdomath.mp4

Discussion Activity: What is my school’s ‘Math Mindset’?

1. What are my personal math biases? Have I ever said ‘I’m not good at math’?

2. What ‘math mindset’ am I hearing in the halls and classrooms from students?

3. What ‘math mindset’ am I hearing from my math faculty? Non-math Faculty?

Instructions: First, complete each question individually. Then, share at your table.

What is the Cost of Innumeracy?

Innumeracy was first coined by cognitive scientist Douglas Hofstadter, but popularized in mathematician John Allen Paulos’ 1989 book, Innumeracy:

Mathematical Illiteracy and its Consequences

Paulos’ list of the consequences of innumeracy include:

1. Inaccurate media reporting and inability of the public to detect such inaccuracies

2. Financial mismanagement, especially with debts3. Loss of money on gambling4. Belief in pseudoscience5. Distorted assessments of risks6. Limited job prospects

 

NCTM Productive and Unproductive Beliefs

UNPRODUCTIVE BELIEFS PRODUCTIVE BELIEFS

Students possess different innate levels of abilities in mathematics, and these cannot be

changed by effective instruction.

Mathematics ability is a function of opportunity, experience, and effort. All students are capable

of participating and achieving in rigorous mathematics.

ELL students are less able to learn mathematics and must be in a separate track.

ELL students can learn the language of mathematics at or beyond grade level at the

same time they learn English with appropriate instruction

Students living in poverty lack the cognitive, emotional, and behavioral characteristics to

participate and achieve in rigorous mathematics.

Effective teacher practices (e.g. using high level tasks, Accountable Talk) provide greater

opportunities to higher-order thinking and raising achievement of all students.

Only high-achieving or gifted students can reason about, make sense of, and persevere in

challenging mathematics.

All students are capable of making sense of and persevering in challenging mathematics given

opportunities, support, and confidence.

Reflection: Creating a Positive ‘Math Mindset’

Instructions: Think about each area listed in the first column and list any takeaways you had along with specific teacher and leader actions you would implement to improve your school’s ‘math mindset’.

Takeaways Teacher Actions Leader Actions

Current Perceptions about

Math Education

The Cost of Innumeracy

NCTM’s Productive and Unproductive

Beliefs