Cultivating a Mathematical Growth

Mindset for a Thinking Classroom

A September Start-Up Guide

Jasmine Currie
SD23 British Columbia
Queen’s University
 Rational

Throughout my experience, I have noticed that Math is an area where the lack of self-efficacy and self-regulation
skills can have a very detrimental effect on a student’s mindset. I wanted to gather helpful resources and lessons
that I could implement in my class starting in September. I want to ensure that I can provide my students with the
necessary tools to develop a positive mindset around Math and break down the common belief that “I can’t do this.
I’m just bad at Math”.

When students struggle in math, they become very emotional and completely shut down. “Self-regulated learning is
a process that assists students in managing their thoughts, behaviours, and emotions in order to successfully
navigate their learning experiences” (Zumbrunn, et al. 2011, p.4). By building a mathematical growth mindset,
students will build their self-efficacy which in turn will attribute to their self-regulated learning. “Efficacious students
work harder and persist longer than students who doubt their capabilities” (Schunk & Zimmerman, 2012, p.10). By
explicitly teaching students how to think mathematically, how to seek help, and how to deal with the emotions that
they are experiencing when they don’t understand, they will gain confidence and become more self-regulated with
their learning in Math. I hope to build a thinking classroom that places an emphasis on the competencies of
collaboration, perseverance and risk taking (Liljedahl, 2021).
I can collaborate respectfully by I can persevere in difficult
contributing my thinking and my situations, and understand how
questions. my actions affect myself and
others.
Je peux collaborer
respectueusement en contribuant Je peux persévérer dans les situations
difficiles et je sais que mes actions
mes idées et mes questions.
m’affectent et affectent les autres.

-I am open to other ideas and -I know learning takes patience

perspectives. and time.*
-I am actively inclusive. -I am responsible for my choices
-I encourage others in my group. and actions.
-I can use strategies to work -I work to resolve problems
through misunderstandings, peacefully.
struggles and conflict.

I am willing to take risks and challenge my thoughts and ideas.

Je suis prêt à prendre des risques et à remettre en doute mes

propres réflexions et idées.

-I will be willing to take chances, make mistakes and learn from them.
-I will be open to new learning, experiences and options.

Jasmine Currie
Created using Venngage
Prompts to Promote Thinking

https://www.instructionalleadershipteam.com/numeracy-learning
 Prompts to Promote Thinking

If you are asked a proximity question, answer a student’s question with

a question so that they continue to think rather on focussing on
whether or not they got the correct answer.

1) Isn’t that interesting?

N’est ce pas intéressant?

2) Show me how you did that?

Comment est-ce que tu as fait ça?

3) Are you sure?

Es-tu certain?

4) Does that make sense?

Est-ce que ça a du sens?

5) Can you find something else?

Peux-tu trouver les autres solutions/possibilités?

6) Is that always true?

Je me demande si cette stratégie fonctionnera toujours?

7) Why don’t you try something else?

Peux-tu essayer d’autres façons?

8) Why do you think that is?

Explique ton raisonnement?

9) Why don’t you try another one

Peux-tu en essayer un autre?

10) Are you asking or telling me?

Est-ce que tu me demandes ou tu me dis?
(Liljedahl, 2021, p 95)
Translated by Jasmine Currie
Boaler, J. (2015). Positive Norms to Encourage in Math Class.
https://www.youcubed.org/wp-content/uploads/2017/03/Norms-Poster-2015.pdf.
 Learning Goals:
-I can collaborate respectfully by contributing my thinking and my

Week 1
questions.

-Begin to Develop and understanding of identity as a mathematician

Lesson plans
Guiding Questions:
What does good group work look and sound like?

What is a Mathematician? What do they do? What skills do they need?

Activity Details Supplies &

Materials
1) Why do we learn math? When do we use math in the real Read aloud
Day 1 -”Math Curse”
world?
→ Have students discuss together and share their thoughts
Why do we magazines/
on math.
learn Math? materials for
→ Have students come up with situations where they needed
creating “I am a
to use math over the summer. mathematician”

2) Read the “Math Curse” by Jon Scieszka and Lane Smith Exit slip reflection
Revisit questions and see if there is anything to add. English
French
3) Building mathematical identity - creating small math quilt
https://www.youcubed.org/wp-content/uploads/2019/08/WI
M-And-Im-a-Mathematician-Poster.pdf
4) Exit- Slip
Have students fill out a “me as a mathematician” survey to
get a sense of student mindset and their goals for the year.

1) Co-create a class poster “what is a mathematician?” Chart paper

Day 2 Post-its
Ask the questions “what does a mathematician do?
What skills do they need? Have students share their ideas on
Group work post it notes. (add to this throughout the month/year)
norms Print out 3 copies
per group
2) “Mathematicians need to work together on challenges” https://saravander
Group students in groups of 4. Complete 100 numbers werfdotcom.files.w
activity ordpress.com/201
-1st round in pencil- reflect, what could we do to see who 5/12/1-100_group_
circled what number? work_activity.pdf
-2nd time each person has a colour- give time for them to
develop strategy. Record how far they were able to get.
Have they found a pattern?
-3rd round- 3 min to see how many they can find. Share their
patterns Teacher handout Blog Post

3) After activity reflect on “what good group work

looks/sounds/ feel like?” Gather responses on post its for
creating a collaboration document.
 Learning Goals:
-I can collaborate respectfully by contributing my thinking and my

WeekRational
1
questions.

-Begin to Develop and understanding of identity as a mathematician

Lesson plans
Guiding Questions:
What does good group work look and sound like?
What is a Mathematician? What do they do? What skills do they need?

Activity Details Supplies &

Materials

Day 3 1) Revisit collaboration/ group work poster that was compiled Dry erase markers
from 100’s activity. + vertical
2) Co-construct a collaboration rubric as a class. (Liljedahl, surfaces (white
Collaboration 2021, pp. 216-220) see example boards windows
3) Go over expectations of group work with collaboration as etc)
focus
→ One marker per group, person that has the marker is not Copies of
allowed to write down their own ideas, ensure that all co-created
members are included , writing on vertical surfaces collaboration
→ Randomly create groups of 3 rubric
4) Complete 4’s activity
https://www.youcubed.org/wp-content/uploads/2019/08/WI
M-Four-4s-Grades-5-CC.pdf
5) Gallery walk after task and have other groups explain what
they are noticing, wondering.
6) Return to work space and students discuss and highlight their
collaboration rubric as exit slip.

Day 4 1) Discuss yesterday’s group activity. What seemed to work Card decks
well? What was difficult? Are there any new skills that we Collaboration
would like to add to our “What makes a mathematician?” rubric
Collaboration chart?
2) Is there anything we need to add or change on our
“collaboration rubric”?
3) Randomly create groups of 3. Explain “frame the
cards”activity, provide collaboration rubrics for groups.
4) Circulate during activity and record math language/
collaborative language being used.
5) Allow groups to reflect and share out their strategies and
thinking.
6) Reflect on today’s collaboration by filling out rubric.

Day 5 1) Review what good group work looks like

2) Randomly create group of three and explain activity Emoji Chart paper
graph Markers
Collaboration 3) Students work together to read and analyze graph. Share Print out of emoji
agreeing and group findings with class and discuss different perspectives graphs or display
disagreeing and ideas that other groups had. on projector
respectfully 4) Go over the norms of collectively making decisions, agreeing
and disagreeing respectfully and compromising.
5) Students create their own graph topic and dimensions to
create.
6) Complete gallery walk and share what we notice about the
graphs. What were the struggles and challenges of decision
making as a group?
 Learning Goal: I can persevere in difficult situations, and

Week 2 understand how my actions affect myself and others.

I am willing to take risks and challenge my thoughts and

Lesson plans ideas.

Guiding Questions:
What do I do when I don’t understand?

Activity Details Supplies &

Materials

Day 6 1) Discuss the question “what would a fixed math mindset Bags of 12 large
look like vs growth math mindset?” What would we popsicle sticks
hear, feel and see? (one bag per
Collaboration 2) Read “The Magical Yet” / “Tu y Arriveras” explain that we
and
group of three)
are all learning and that it is okay if we don’t understand
perseverance right away but it takes time and we need to be
responsible for our reactions.
Recording sheets
3) Randomly create group of three and explain activity
expectations of “let’s make squares” instructions
https://mathequalslove.net/lets-make-squares/
4) Hand out materials and sheet and allow students to
start activity/
5) If you start to notice students reaching the frustration
point bring class back together to discuss strategies to
work through struggle.
6) Continue activity and at the end of the allotted time
have students share their results (teacher takes notes).

Day 7 1) Review the activity from the previous day and reread Perseverance
some of the conversations that were noted from rubric
yesterday’s discussion.
Perseverance 2) What is perseverance? Why is it important for math? Co
create a rubric for what perseverance is and is not.
3) Give the task make 100 Or make the numbers 1-30 using
only the numbers 1,2,3,4 and all those numbers must be
in the equation
4) Have a class discussion on what strategies helped them
with perseverance. Complete self-reflection on rubric

I am open and respectful to other perspectives. I can communicate Chart paper

Day 8 my reasoning to justify my thinking.
Mathematicians use: proof, they think with reasoning and logic.
Perspective, 1) Number talk: Dot cards and perspectives see activity
explaining below
and reasoning https://www.youcubed.org/wp-content/uploads/2019/0
8/WIM-Dot-Card-and-Number-Talks-Grades-K-12.pdf
remind students that there is more than one way to see
something
2) Ask the class “is a hot dog a sandwich?” Have students
work in groups for debate. Extension: Based on your
criteria is a smore a sandwich?
3) How can we ensure that we are open to listen to other
perspectives and disagree respectfully?
 Learning Goal: I can persevere in difficult situations, and

Week 2 understand how my actions affect myself and others.

I am willing to take risks and challenge my thoughts and

Lesson plans ideas.

Guiding Questions:
What do I do when I don’t understand?

Activity Details Supplies &

Materials

Day 9 1) Sometimes when we are trying to figure out a problem it Possibly need
doesn’t always work. It is important to think of all our number cards if
math skills and put them together. Collaboration, doing magic cross
Taking risks Perseverance, take risks.
and 2) Split students into groups and complete thinking tasks
ex.https://nrich.maths.org/magiccrosses
making
https://nrich.maths.org/7506
mistakes 3) Discuss mathematical terms and strategies such as
showing proof, conjectures, organisation, reasoning,
add it to our Mathematician chart
4) How did it feel when you struggled? How did it feel
when you found solutions?

Day 10 I will be willing to take chances, make mistakes and learn from Cue cards
them. “Beautiful
1) Discuss “How does your body feel when you make a Oops”book
Learning mistake?” FAIL= First attempt in learning.
2) Read “Beautiful Oops” or watch author reading/
from explanation
mistakes 3) ‘My favourite no’ activity: Hand out index cards and
present a problem ex: “Predict and explain.
Which is worth more? 160 quarters or 480 dimes.”Have
students work on problem.
4) Separate cards into ‘yes’’no’ piles and choose the best
‘no’ and explain the good math that is being done.
5) Go over the process in the favourite ‘Yes’ as well.
6) Share that Math is not always about getting the right
answer and being fast. It is about the process and
clearly communicating our thinking, Mistakes do not
stop us from being “good at Math”

Next Steps:
Move into curricular content while using thinking tasks as
Math warm ups. Continue to focus on the competencies
throughout each unit and add strategies and language to
our Mathematician chart. Start to build language and
strategies to allow students to increase challenge (Liljedahl,
2021, p 159)
Additional
Resources/
Ideas https://www.youtube.com/wat
ch?v=0VIk0WFSf2M&ab_cha
nnel=EnzoCiardelli

https://www.youtube.com/w
atch?v=0VIk0WFSf2M&ab_
Read alouds channel=EnzoCiardelli

Themes of Math, Growth

mindset, perseverance, https://www.youtube.co
mistakes m/watch?v=0to2Ffs_pQ
g&ab_channel=Mrs.Mic
hele

https://www.youtube.com/
watch?v=S204EnZQrQM&
ab_channel=DavidWilson

https://www.youtube.com/watch?
v=8C3JAblkBds&ab_channel=Mr
s.ConlinArtTeacher

Websites for good Nrich Math: Thinking problems

https://nrich.maths.org/frontpage
problems
Teaching Through Problems Worth Solving
https://blogs.sd41.bc.ca/math/files/2011/02/Teaching-Through-Problems-Wort
h-Solving-Grade-8-1.0-to-print.pdf

3 -act tasks
https://gfletchy.com/3-act-lessons/

Open Middle: Math problems worth solving

https://www.openmiddle.com/

Estimysteries
https://stevewyborney.com/2018/11/esti-mysteries-estimation-meets-math-my
steries/

Youcubed
https://www.youcubed.org/tasks/

Would you rather- Justifying

https://www.wouldyourathermath.com/
Additional
Rational
Resources/
Ideas There are three baskets, a brown one, a red one and a pink one,
holding a total of 10 eggs. How many are in each basket?

Using 4 random numbers between 1-9 make the values 1-30

using any operation.

1001 pennies-On a table there are 1001 pennies lined up in a

Math Games/ row. I then come a long and replace every second coin with a
good question bank nickel. After this I replace every third coin with a dime. Finally, I
replace every fourth coin with a quarter. After all of this is done,
how much money is on the table?

Card games https://childhood101.com/math-cards-games/

Board games
https://www.sau39.org/cms/lib/NH01912488/Centricity/Domain/
244/Making%20Math%20More%20Fun%20Math%20Board%20Ga
mes.pdf

Teacher Resources
Examples and printables
 What is a Mathematician/ what does a
Mathematician do?
Mathematicians are:
Efficient / efficace → choosing best strategies
Organized / organisé(e)--> making thinking clear for all

What Mathematicians do:

English French Definition

Communicate communiquer Math language, share thinking

Problem solve Résoudre les problèmes Try different options

justify justifier Convince yourself that you are correct

show modéliser Represent in a concrete or symbolic way

Make mistakes Faire des fautes Learning opportunities

Take risks Prendre des risques Leave your comfort zone

teach Apprendre à Can you show others?

create créer Create new thinking tasks for others

explain expliquer Convince others that you are correct

reason déduiire How do you know?Why did you start here? Do that?

persevere Persévérer Work through struggle

illustrate illustrer Word description, sketch, diagram

solve résoudre Find a solution

Sketch esquisser Draw key features

summarize conclure Conclusion from evidence

relate comparer Similarities and differences

prove prouver Establish truth and validity

verify verifier Checking answers and ideas

estimate estimer Educated guess/infer

Alberta Education, Provincial Assessment Sector, (2018). P 18

 Name:_______________

Me As a Mathematician
(Circle your answers)

I understand Math best when:

(Circle your answer--you can circle more than one))

I’m working alone I’m working with my teacher

I’m working with a friend/ partner I’m working with materials or games

I am confident with...
(check your answers - you can check multiple boxes)

❏ addition ❏ fractions
❏ subtraction ❏ measurement
❏ multiplication ❏ geometry
❏ Money and calculations ❏ probability
❏ division ❏ data and graphs

I could use more help and practice learning...

(check your answers - you can check multiple boxes )

❏ addition ❏ fractions
❏ subtraction ❏ measurement
❏ multiplication ❏ geometry
❏ Money and calculations ❏ probability
❏ division ❏ data and graphs

Other ways to help you learn in math or things you want your teacher to know? …

_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
 Nom:_______________

Mes sentiments vers les mathématiques:

(encercle une réponse)

Je comprends le mieux quand:

(encercle tes réponses - tu peux encercler plusieurs réponses)

Je travaille tout seul Je travaille avec mon enseignant

Je travaille avec un ami Je fais des jeux de mathématiques

Je pense que je peux bien faire:

(coche tes réponses - tu peux cocher plusieurs réponses)

❏ L'addition ❏ Les fractions

❏ La soustraction ❏ La mesure
❏ La multiplication ❏ La géométrie
❏ L'argent et le calcul ❏ La probabilité
❏ La division ❏ L'information et les tableaux

Je veux plus de l'aide à apprendre:

(coche tes réponses - tu peux cocher plusieurs réponses)

❏ L'addition ❏ Les fractions

❏ La soustraction ❏ La mesure
❏ La multiplication ❏ La géométrie
❏ L'argent et le calcul ❏ La probabilité
❏ La division ❏ L'information et les tableaux

Les autres choses je veux dire à propos des maths…

________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
________________________________________________________________________________________
https://saravanderwerfdotcom.files.wordpress.com/2015/12/1-100_group_work_activity.pdf
https://saravanderwerfdotcom.files.wordpress.com/2015/12/1-100_group_work_activity.pdf
 Let’s Make Squares
Recording Sheet
1 square 2 squares 3 squares

4 squares 5 squares 6 squares

7 squares 8 squares 9 squares

10 squares 11 squares 12 squares

Activity Source: Cooperative Learning by Dr. Spencer Kagan

 Créer des carrés
Feuille de travail
1 carré 2 carrés 3 carrés

4 carrés 5 carrés 6 carrés

7 carrés 8 carrés 9 carrés

10 carrés 11 carrés 12 carrés

Activity Source: Cooperative Learning by Dr. Spencer Kagan

Translated by Jasmine Currie
Rubric examples

Lilejedahl, 2021, p. 218)

Burdess, A., Student, D., Lafleur, G. A., Blackburn, D. M., Durett, D., & Scott, J. (n.d.). Teaching Through Problems Worth Solving
- Grade 8 (Version 1.0)
https://blogs.sd41.bc.ca/math/files/2011/02/Teaching-Through-Problems-Worth-Solving-Grade-8-1.0-to-print.pdf. . p.27
 References

Alberta Education, Provincial Assessment Sector. (2018). Information Bulletin Mathematics 30-1.
https://education.alberta.ca/media/3772155/07-math30-1-infobulletin-2018-19_20180822.pdf

BC’s Curriculum. (2021). Core Competencies. https://curriculum.gov.bc.ca/competencies

Boaler, J. (2015). Positive Norms to Encourage in Math Class.

https://www.youcubed.org/wp-content/uploads/2017/03/Norms-Poster-2015.pdf.

Boaler, J., & Dweck, C. (2016). Mathematical mindsets : unleashing students’ potential through creative math, inspiring
messages, and innovative teaching . Jossey-Bass.

Burdess, A., Student, D., Lafleur, G. A., Blackburn, D. M., Durett, D., & Scott, J. (n.d.). Teaching Through Problems Worth Solving -
Grade 8 (Version 1.0)
https://blogs.sd41.bc.ca/math/files/2011/02/Teaching-Through-Problems-Worth-Solving-Grade-8-1.0-to-print.pdf.

Liljedahl, P. (2021). Building thinking classrooms in mathematics, Grades K-12: 14 teaching practices for enhancing learning.
Corwin.

Numeracy. sd23ilt. (n.d.). https://www.instructionalleadershipteam.com/numeracy-learning.

Schunk, D. H., & Zimmerman, B. J. (Eds.). (2012). Motivation and self-regulated learning: Theory, research, and applications.
Routledge, 1-30.

Sara VanDerWerf. (2020, August 18). 100 numbers to get students talking.
https://www.saravanderwerf.com/100-numbers-to-get-students-talking/?fbclid=IwAR3MUvEsKHAF6QquLEuvj9L
AJFmY6UnBo_g5wrwgOQomXdwWoA6BE5AOR8o.

youcubed. YouCubed. (2021, July 4). https://www.youcubed.org/.

Zumbrunn, S., Tadlock, J., & Roberts, J. (2011). Encourage Self Regulated Learning in the Classroom. Virginia Commonwealth
University: MERC Publication