This paper reports on a blended professional learning model of online and in-person meetings during which 40 teachers in 8 school districts in the US learned about the new brain science, challenging the “math person” myth, as well as effective mathematics teaching methods. The article refers to the combination as a Mathematical Mindset Approach. Using mixed methods, they conducted a one-year study to investigate teacher and student learning in a Mathematical Mindset network. They collected data on teacher and student beliefs, teacher instructional practice, and student learning gains on state achievement tests. The results from their quantitative analyses found statistically significant positive improvements in student beliefs, teacher’s instructional practice, and on students’ math test scores. The mindset approach particularly raised the achievement of girls, English learners, and economically disadvantaged students. Based on their qualitative analysis, they propose that the success of the intervention rests upon two central factors: (1) The different forms of PD served to eradicate the learning myths that had held up teachers and learners; and that (2) Teachers had space for identity work as mathematical learners.
Anderson, Robin Keturah, Boaler, Jo, and Dieckmann, Jack A. 2018. Achieving Elusive Teacher Change through Challenging Myths about Learning: A Blended Approach. Education Sciences 8(3), 98, pgs 1-33.
https://doi.org/10.3390/educsci8030098
This study examined black teachers’ racialized experiences through their experiences of racial microaggressions and the social structures that affect them.
Jones-Frank, T., Powell, M.G., View, J.L., Lee, C., Bradley, J.A., & Williams, A. "Exploring Racialized Factors to Understand Why Black Mathematics Teachers Consider Leaving the Profession." Educational Researcher, (2021), 381-391.
