Encouraging, Strong Claims, but Scant Support
Arne Engström
Log in to download the full text for free
> Citation
> Similar
> References
> Add Comment
Abstract
Open peer commentary on the article “I Can’t Yet and Growth Mindset” by Fiona Murphy & Hugh Gash. Abstract: Murphy and Gash present an encouraging approach focusing on meta-learning for children in disadvantaged areas. It is an interesting field study, but nevertheless with defective research support, and it underrates the difficulties low achievers meet in learning mathematics.
Handling Editor: Alexander Riegler
Citation
Engström A. (2020) Encouraging, strong claims, but scant support. Constructivist Foundations 15(2): 101–103. https://constructivist.info/15/2/101
Export article citation data:
Plain Text ·
BibTex ·
EndNote ·
Reference Manager (RIS)
References
Bloom B. S. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. McKay, New York.
▸︎ Google︎ Scholar
Boaler J. (2015) Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Jossey-Bass, San Francisco.
▸︎ Google︎ Scholar
Burgoyne A. P., Hambrick. D. Z. & Macnamara B. N. (2020) How firm are the foundations of mindset theory? The claims appear stronger than the evidence. Psychological Science: First published online.
▸︎ Google︎ Scholar
Dowker A. (2005) Individual differences in arithmetic: Implications for psychology, neuroscience and education. Psychology Press, Hove and New York.
▸︎ Google︎ Scholar
Dweck C. (2006) Mindset: the new psychology of success. Random House, New York.
▸︎ Google︎ Scholar
Engström A. & Magne O. (2003) Medelsta-matematik: Hur väl behärskar grundskolans elever lärostoffet enligt Lgr 69, Lgr 80 och Lpo 94? [Middle-school mathematics: How well do compulsory school students master the curriculum according to curricula Lgr 69, Lgr 80 and Lpo 94?]. Örebro university, Örebro.
▸︎ Google︎ Scholar
Engström A. & Magne O. (2010) From Henschen to Middletown Mathematics: Swedish research on low achievement in mathematics. In: Sriraman B., Bergsten C., Goodchild S., Pálsdóttir G., Dahl B. & Haapasalo L. (eds.) The first sourcebook on Nordic research in mathematics education. Information Age Publishing, Charlotte NC: 333–345.
▸︎ Google︎ Scholar
Erlwanger S. H. (1975) Case studies of children’s conceptions of mathematics: Part I. Journal of Children’s Mathematical Behavior 1(3): 157–283.
▸︎ Google︎ Scholar
Freudenthal H. (1978) Weeding and sowing: A preface to a science in mathematics education. Reidel, Dordrecht.
▸︎ Google︎ Scholar
Freudenthal H. (1979) Ways to report on empirical research in education. Educational Studies in Mathematics 10: 275–303.
▸︎ Google︎ Scholar
Li Y. & Bates T. (2019) You can’t change your basic ability, but you work at things, and that’s how we get hard things done: Testing the role of growth mindset on response to setbacks, educational attainment, and cognitive ability. Journal of Experimental Psychology: General 148(9): 1640–1655
▸︎ Google︎ Scholar
Macnamara B. N. & Rupani N. S. (2017) The relationship between intelligence and mindset. Intelligence 64: 52–59.
▸︎ Google︎ Scholar
Magne O. (1958) Dyskalkyli bland folkskoleelever [Dyscalculia among primary school students]. Göteborg university, Göteborg.
▸︎ Google︎ Scholar
Sisk V. F., Burgoyne A. P., Jingze Sun, Butler J. L. & Macnamara B. N. (2018) To what extent and under which circumstances are growth mind-sets important to academic achievement? Two meta-analyses. Psychological Science 29(4): 549–571.
▸︎ Google︎ Scholar
Skemp R. R. (1976) Relational understanding and instrumental understanding. Mathematics Teaching 77: 20–26.
▸︎ Google︎ Scholar
Slavin R. E. (1987) Mastery learning reconsidered. Review of Educational Research 57(2): 175–213.
▸︎ Google︎ Scholar
Stern E. (1998) Die Entwicklung des mathematischen Verständnisses im Kindesalter [The development of mathematical understanding in childhood]. Pabst, Lengerich.
▸︎ Google︎ Scholar
Weinert F. E. & Schneider W. (eds.) (1999) Individual development from 3 to 12. Findings from the Munich Longitudinal Study. Cambridge University Press, Cambridge.
▸︎ Google︎ Scholar
Comments: 0
To stay informed about comments to this publication and post comments yourself, please log in first.