Primary tabs

Short Course
on
the Growth Mindset approach in Mathematics Education
The Growth Mindset approach to Maths teaching believes that the mindset is more important than initial ability in determining the progress made by pupils in their mathematical understanding.

Purpose of the course:

To facilitate in-service and pre-service teachers with regard to: Implementing a “Growth Mindset” approach to promote an enabling mathematics learning environment for all learners, both boys and girls; The development of innovative teaching skills and approaches in mathematics that enhance learner interest in mathematics, attitude towards learning mathematics, and understanding of mathematics.

Admission requirements:

Admission requirements: 
In-service teachers should be in possession of an approved teaching qualifications; pre-service teachers should have completed Year 1 and 2 and be in the 3rd or 4th year level of teacher education studies at a tertiary institution.
Learning assumed to be in place: 
Learning associated with an approved teaching qualification or with Year 1 and 2 of teacher education studies at a tertiary institution; mathematics at Grade 12 level.

Course outcomes and assessment criteria :

Course outcomes and the associated assessment criteria: 

Study Unit

Outcomes

Assessment Criteria

N/A
  1. An understanding of mathematical concepts and activities in relation to Growth Mindset in mathematics.
  2. Understanding of mathematical volitional aptitude and Growth Mindset in mathematics.
  3. Competence to plan and implement instructional practices to promote concept formation and problem solving in relation to Growth Mindset in mathematics.
  4. Collaboration among teachers with regard to new teaching and learning practices.
  5. Reflective practices to ascertain Growth Mindset in mathematics learning.
  1. Perform tasks relating to and communicate mathematical concepts in relation to Growth Mindset in mathematics.
  2. Identify and apply volitional strategies in a Growth Mindset approach in mathematics.
  3. Plan and implement instructional practices that promote mathematical concept formation and problem solving in relation to Growth Mindset in mathematics.
  4. Engage collaboratively among teachers with regard to the planning and implementing of new teaching and learning practices.
  5. Critically reflect on own practice with regard to the promotion of Growth Mindset in mathematics.

 

Assessment: 
Demonstration of deep understanding of mathematical concepts and activities in relation to Growth Mindset in mathematics. Identification and application of volitional strategies, and planning and implementation of instructional practices that promote mathematical concept formation and problem solving in a Growth Mindset approach in mathematics. Ability to collaborate among teachers with regard to use the planning and implementing of new teaching and learning practices. Critical reflection on own practice with regard to the promotion of Growth Mindset in mathematics.
Method of assessment: 
Submit a portfolio three months after completing the short course sessions. The portfolio is a combination of the three types of portfolios: a growth, a showcase and an evaluation portfolio. The portfolio must include: (1) A series of five lesson plans (of which at least one should have been presented) that focus on the development of the trajectory related to Growth Mindset in mathematics, with inclusion of applicable: • Mathematical concepts and problem solving activities, • Volitional strategies, • Instructional (teaching, learning and assessment) practices, • Reflection sheets for each lesson to be filled out by the learners, • Specific indications of how you will use the learner reflections in the development of the trajectory; (2) A written reflection on one of the above lessons that you presented to promote Growth Mindset in mathematics; (3) A narrative in which you reflect on your own growth and practice with regard to the promotion of Growth Mindset in mathematics, as well as goals you set for your own future development in this regard and ways you plan to attain these goals; (4) A narrative in which you reflect on your total experience in relation to the short course, specifically with regard to what you gained and suggestions you want to make towards improving the course.

Additional information

Mode of delivery: 
Contact
Target group: 
In-service and pre-service teachers in the Intermediate, Senior and FET phases.
Contact us
Name: 
UCE
E-mail: 
Telephone number: 
018 285 2821