Volume 15 · Number 2 · Pages 114–116
I Never Knew I Was Good at Maths

Dolores Corcoran

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: A strong emotional theme in relation to children’s learning emerges in the target article. I draw parallels with mathematics education research, where repeated studies have advocated mixed-ability grouping, higher teacher expectations and rich mathematical tasks. However, teachers’ beliefs and attitudes can be resistant to change. My commentary invites the authors to consider how their research might be strengthened by further analysis using identity theory.

Handling Editor: Alexander Riegler

Citation

Corcoran D. (2020) I never knew i was good at maths. Constructivist Foundations 15(2): 114–116. https://constructivist.info/15/2/114

Export article citation data: Plain Text · BibTex · EndNote · Reference Manager (RIS)

References

Boaler J. (2006) How a detracked mathematics approach promoted respect, responsibility, and high achievement. Theory Into Practice 45(1): 40–46. ▸︎ Google︎ Scholar
Boaler J. (2016) Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Jossey-Bass. ▸︎ Google︎ Scholar
Boaler J. (2019) Limitless minds: Learn, lead and live without barriers. HarperCollins, New York. ▸︎ Google︎ Scholar
Cobb P., Confrey J., diSessa A., Lehrer R. & Schauble L. (2003) Design experiments in educational research. Educational Researcher 32(1): 9–13. ▸︎ Google︎ Scholar
Corcoran D. (2012) Constructivism made visible in contingency. In: Waldron F., Smith J., O’Brien M. & Dooley T. (eds.) Re-imagining initial teacher education: New Perspectives. Liffey Press, Dublin: 166–175. ▸︎ Google︎ Scholar
Dooley T. & Corcoran D. (2007) Mathematics: A subject of rights and wrongs? In: Downes P. & Gilligan A. L. (eds.) Beyond educational disadvantage. Institute of Public Administration, Dublin: 216–228. ▸︎ Google︎ Scholar
Dweck C. (2012) Mindset: how you can fill your potential. Robinson, London. Originally published in 2006. ▸︎ Google︎ Scholar
Gee J. (2000) Identity as an analytic lens for research in education. Review of Research in Education 25(1): 99–125. ▸︎ Google︎ Scholar
Kroesbergen E., Van Luit J. & Maas (2004) Effectiveness of explicit and constructivist mathematics instruction for low-achieving students in the Netherlands. The Elementary School Journal 104(3): 233–251. ▸︎ Google︎ Scholar
Reeves J. (2009) Teacher investment in learner identity. Teaching and Teacher Education 25(1): 34–41. ▸︎ Google︎ Scholar
Thompson A. (1992) Teachers’ beliefs and conceptions: A synthesis of the research. In: Grouws D. (ed.) Handbook of research on mathematics teaching and learning. Macmillan, New York: 127–146. ▸︎ Google︎ Scholar
Weir S. & Kavanagh L. (2018) Achievement in the junior certificate examination: Trends over time in DEIS and non-DEIS schools. In: Mooney B. (ed.) Ireland’s yearbook of education: 2018–2019. Education Matters, Dublin: 240–243. ▸︎ Google︎ Scholar

Comments: 0

To stay informed about comments to this publication and post comments yourself, please log in first.