We would like to thank the Tulare County Office of Education for their help in developing the guide. We have also created a document that contains advice on how the use the guide and an example teacher journal. We encourage teachers, coaches, and administrators to use this guide, and our reflection suggestions iteratively over multiple lessons. It is also important to note that while the goal of the guide is to communicate all aspects of a mathematical mindset classroom, it is not always possible to find evidence of all practices in one lesson. When using the guide consider the classroom community as a whole rather than the teacher alone. The guide is intended to be non-judgmental, non-evaluative, and iterative in nature. Teachers can work with the guide individually or in collaboration with others. Our goal for the guide is to support a mathematical mindset journey of learning and growth.
In the interactive version of the guide on this web page, you can click on the arrow buttons in the Expanding descriptors to see a short extract of Jo/Cathy teaching in the ways described. The guide has been designed for teachers to use in the process of self-reflection, or for coaches or administrators to use to encourage a mindset teaching culture. There are different stages described in each practice to help capture the journey of a mathematical mindset classroom and the evidence teachers may collect along the way for their own reflection or for discussion with colleagues. The videos all show Jo and Cathy teaching middle school students. This guide contains five Mathematical Mindset Practices along with links to teaching videos.
We have designed a Mathematical Mindset Guide to help teachers create or strengthen a growth mindset culture. Mathematical Mindset Teaching Guide, Teaching Video and Additional Resources Requirement test consisting homogenity and normality test. Statistics inferensial using t-test by taking Quantitative analysis method using descriptive statistics and inferential.ĭescriptive statistics are statistics used to analyze the data by describing mean,
The data was the result of the assessment process undertakenīy teachers within the scope of the sample. It is used to obtain data from class VIII student of Determining the subject of research conducted by random sampling technique in which each math teacher was considered to have the same perceived characteristic. With the math teachers in Kendal as the research subject. The research was conducted in Mathematic Teacher Organization (MGMP) of junior high school This research used experimental research with static group comparison approach. This study is aimed to determine whether there is or not effect of applying rubric in the assessment process to obtain more objective score on the outcome of mathematic learning at junior high school in kendal district.
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