Many teachers want to help their students develop a growth mindset about their ability to do mathematics. Research has shown, however, that teachers simply do not know how to promote growth mindsets in their classrooms. Existing research suggests that one way teachers can support students' development of a growth mindset is through the written feedback they provide students. This study combines the research done on students' mindsets and written feedback to examine the interaction between student mindset and written feedback by analyzing written feedback provided to students in a College Algebra class and how students used that feedback based on their homework resubmissions and their interviews. This study suggests that students do not use their written feedback relative to their mindset towards learning mathematics, but rather that their definitions of success in a mathematics class drive their interpretation and use of their written feedback. This study also suggests that students' definitions of success in mathematics contribute to their mindsets towards learning mathematics. Findings from this study inform teachers about how students interpret and use written feedback in a mathematics class. Teachers should provide students with opportunities to change their definitions of success in mathematics, which may change their mindset towards learning mathematics.
| Identifer | oai:union.ndltd.org:BGMYU2/oai:scholarsarchive.byu.edu:etd-10619 |
| Date | 27 June 2022 |
| Creators | Carroll, Erin Loraine |
| Publisher | BYU ScholarsArchive |
| Source Sets | Brigham Young University |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Theses and Dissertations |
| Rights | https://lib.byu.edu/about/copyright/ |
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