Developing a mathematical growth mindset : a case study of three elementary teachers
Bibliographic record
Abstract
This case study explores how professional development experiences might impact teachers' development of a mathematical growth mindset. Within the framework of BC's redesigned curriculum, a collaborative inquiry approach is adopted. A review of current literature around mindsets for learning, teacher beliefs, professional development and teaching pedagogy is reviewed. Within the case study, an interview process was used to determine each individual teacher's area of focus for a series of three collaborative co-planning and co- teaching lessons. The researcher's perspective is documented from a participatory action research stance. This case study was used to facilitate meaning making opportunities rather than knowledge accumulation. A pre- and post- interview with each teacher was used to determine the change in mathematical mindset over time. Findings indicate that teachers did change their definition of mathematical growth mindset. Using a collaborative inquiry approach enabled teachers to access current research and deepen their understanding of a mathematical growth mindset.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.012 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.016 | 0.006 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.004 |
| Research integrity | 0.004 | 0.006 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".