Cultivating Mathematical Mindsets and Reducing Math Anxiety - #SPC23014

Graduate-Level Credit / Non-Credit Hours
3 Semester Credits or 45 Clock Hours

Course Description

Participants in this course will examine methodologies to facilitate the development of a mathematical mindset centered around the research of Dr. Carol Dweck’s mindset theory, Dr. Jo Boaler’s classroom approach, and Dr. Susan Johnston-Wilder’s international research in math anxiety components.  Participants will reflect on their own teaching practices and explore strategies and frameworks that incorporate a student’s mathematical experience and evolution. The foundations of developing a mathematical mindset will be researched. Strategies for helping students, teachers, and parents understand what a mathematical mindset is and how it is effectively implemented by reducing math anxiety will be explored. 

Participants will learn how to create a welcoming, yet challenging mathematic classroom experience, implement strategies/best-practices to foster a mathematical mindset for their students. Participants will learn that math stress/anxiety reducing strategies in one’s classroom and helping students understand their anxieties can improve their internal motivation.  Additional topics in the course are effective lesson planning to combat math anxiety to grow mathematical mindsets, explore online/digital resources to support mathematic classroom needs, including students with special needs, and making meaningful connections with parents to strength and preserve the mathematical mindset at home. 

Global Goals of the Course

The following global goals of the course exist to deepen and/or apply the content and skills of teachers’ existing professional knowledge:

1. To examine current research in the area of best practice in mathematics instruction (National Board of Professional Teaching Standards-NBPTS 3,4)
2. To develop an understanding of the need for effective mathematics instruction and relevant teaching strategies to engage all learners in today’s classroom, both in traditional and virtual classrooms (NBPTS 1,3,4)
3. To analyze current math anxiety reducing classroom instructional practices in order to create a more engaged student learning environment (NBPTS 1,3,4)
4. To explore possible applications of growth mindset for students with special needs and high math anxiety (NBPTS 1,2,3,4)
5. To explore research-proven frameworks and lesson planning that foster mathematical growth mindsets and reduce math anxiety (NBPTS 1,2,3,4)
6. To collaborate and lead other educational professionals, as well as parents, to improve student learning through the use of best mathematical instruction teaching models (NBPTS 5)

• Online Self-Paced