Mathematics, mindsets, and what it means to be do-ers of math

ABSTRACT

In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as ‘do-ers’ of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math – e.g. only 38% agreed with the statement ‘I am good at math’. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as ‘do-ers of math’. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers.

KEYWORDS:

• Mindset
• math identity
• elementary teachers
• motivation
• learning math

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Carmen M. Latterell

Carmen M. Latterell is a Professor in the Department of Mathematics and Statistics at the University of Minnesota Duluth, where she teaches math courses for future teachers. Her research examines why some people are motivated to do math and others are not.

Janelle L. Wilson

Janelle L. Wilson is a Professor in the Department of Anthropology, Sociology & Criminology at the University of Minnesota Duluth, where she teaches courses primarily in social psychology and deviance. Her research interests include the sociology of everyday life, nostalgia, and generational identity.