This session presents on a year long mixed-methods study that investigated how math teachers might contribute to students’ beliefs about their own math potential (mindset). The session will share results from analysis of survey data that examined whether teachers’ beliefs predict students’ mindset. This session will also present findings from analysis of classroom observations and artifacts that identified potential instructional practices that may explicitly or implicitly communicate mindset messages to students. This session has implications for both researchers and practitioners.

Session Type: Brief Research Report