Challenging a Teacher's Perceptions of Mathematical Smartness Through Reflections on Students’ Thinking

Supporting Girls Towards The Development of Positive Mathematical Identity

“…The findings support the existing literature by further adding to the complex relationship of teaching and learning as it relates to teacher and student mindsets. The research supports Wickstrom (2015) and Cobb and Jackson's (2013) (Martin et al, 2015). In terms of culturally relevant pedagogy, mathematics instruction should value students' lived experiences.…”

“…Having high expectations for female students corresponds to the work of Joseph, Hailu and Boston (2017) because female students benefit from solving grand challenges in mathematics. Positive teacher mindset (Wickstrom, 2015;Cobb & Jackson, 2013) towards students' capabilities also supports the finding that female student benefit from high expectations.…”

“…Similarly, to Wickstrom's (2015) findings, the Cobb and Jackson (2013) study found that teacher beliefs and mindsets about student ability play a significant role in learning.…”

“…Teacher mindset, whether fixed or growth oriented plays a role in teaching and learning. Wickstrom (2015) investigated how mathematical smartness was framed by teacher mindset and the ways in which teacher beliefs about students learning shaped learning experiences.…”

Responding to Inequities in Mathematics Education: Opening Spaces for Dialogue

“…Sternberg (2007) documented that although intelligence is often perceived as objective, it is very much subjective. Students' perceived performance in class is often tied to how the teacher perceives what it means to be "smart" and how well students' behaviors align with the teacher's expectations (Hatt, 2012;Wickstrom, 2015). Mrs. Cate evaluated and rewarded students based more on their behavior than their efforts toward mathematical learning goals.…”