By Cody L. Patterson, University of Texas at San Antonio
Several years ago, I took up running. At first, I wasn’t particularly good at it, but I persisted: about two or three times each week, I would go for a jog, increasing my pace or distance in small increments. This measurable growth in my running ability and physical fitness was a great motivator for me, and I increased the frequency of my workouts. After about a year, I was able to complete a local 5K race; this remains among the proudest achievements of my life to date. This was the most authentic experience I’ve had of putting sustained effort into a domain in which I had little natural ability, observing my own growth, and working toward a specific, achievable goal. I attribute my success to two factors:
- I didn’t measure my own performance against others’. I knew that many people were more accomplished at running than I was when I got started. I set this thought aside and enjoyed the fresh air and the feel of the pavement under my feet.
- I took notice of any growth in my distance or speed, no matter how small. I took pleasure in being able to observe so many improvements in such a short time.
I have often wondered how I can create a similar experience for students in my mathematics classes, especially for those students who lack confidence in their mathematical knowledge and skills. These are the students who are in danger of developing the mindset that the sustained effort they need to master challenging topics indicates that they are not qualified for advanced study in mathematics. Therefore, one goal of every class I teach is to help students let go of concerns about how they are performing relative to their peers, and enjoy observing their own growth and learning. In his September 2015 article in this blog, Benjamin Braun described some of the mindset interventions he uses to help focus students’ attention on their mathematical growth. In this article, I’ll describe how the recent work on growth mindset has influenced assessment practices in my own courses. Continue reading