Changed mindset can help better learn mathematics, suggest the most recent study conducted by Stanford. Findings of the study have been disclosed in the journal Education Sciences found that when teachers changed their attitude from accepting just a few students could learn maths better to trusting that all students could do well, the students’ achievement lifted significantly.
To conduct the study, a group of fifth grade teachers were made to take an online class intended to give them an alternate way to deal with science educating and learning could get a fundamentally higher evaluations for their students rather than another set which did not take the class.
Professor Jo Boaler, co-author of the study said in a statement that, “As teachers reevaluate their own potential as learners; they are more likely to embrace new forms of teaching. This helps their students build confidence, develop positive attitudes and, ultimately, achieve better test scores.”
‘Growth mindset’ instead of ‘settled mentality’ is the basis of the analysis. Boaler along with her teammates Robin Anderson, a GSE doctoral student and research fellow at Youcubed, and Jack Dieckmann, research director at Youcubed, needed to see the distinction it would make if maths teachers tested their own thoughts regarding who and how can learn maths.
This research can have much bearing in India where the observation is as yet solid that boys are better at Maths and Science, while girls at humanities. The sheer difference in the percentage of enlistment in specific cases in male and female tells the story.