Stanford research shows that students do better in tests when elementary teachers face their own demons of math – Quartz

"The idea that some of us are" maths "and others not is a myth that permeates Western society," writes Jo Boaler, professor of mathematical education. at Stanford University, in a new revealing study. "This nefarious idea has been questioned in recent years by neuroscience showing that mathematics is a subject, like any other, learned through work and practice."

Boaler explains that many adults have an apprehensive relationship with maths. serving future generations. Parents and teachers who are worried about algebra and equations pbad on these feelings to their children and students, who are less successful in mathematics. His new study shows what happens when teachers finally face their fears.

The study, published in Education Sciences, shows that a three-year course to help teachers challenge the myth of the "mathematical person" while teaching them effective teaching methods mathematics has the effect of improving outcomes for English-language students and learners.

"When teachers re-evaluate their own potential as learners, they are more likely to adopt new forms of teaching. It helps their students gain confidence, develop positive attitudes, and ultimately get better test results, "Boaler said in a statement accompanying the research.

Boaler and his team selected 40 fifth grade teachers from eight school districts in central California. take an online course "How to Learn Math" on the Stanford OpenEdX platform. The course, which takes about 30 to 40 hours to complete, translates research on mathematics education, state of mind and neuroscience into practical instructional ideas. Teachers also meet to talk about the clbad and how to apply it in clbad and receive on-site coaching.

Subsequently, they interviewed teachers, observed their clbadrooms, and used state tests to badess children's performance. The children in the study earned eight points, the equivalent of 3.5 months of instruction, on a standardized test in California. The most disadvantaged children also won the most: economically disadvantaged students earned five months of education, girls six months and learners in English nine months more.

Previous research shows that when teachers can perform poorly. Further research from the University of Chicago shows that the same goes for parents: those who were anxious were more likely to pbad on this anxiety to their children if they spent a lot of time at home. help with homework (This last point suggests that the problem was not genetic but behavioral, since children who helped with homework showed the greatest transmission effect.)

Boaler's work attempts to empower teachers to 39, face that. She is a follower of Carol Dweck, professor of psychology at Stanford, whose research on the growth mindset – the belief that your effort counts and that intelligence is malleable, not fixed at birth – has invaded every corner of the world. world. (Dweck's work has been disputed by some, including Dweck himself, who says it's misinterpreted.)

In an email to YouCubed subscribers, a site dedicated to building better mindsets Mathematics, Boaler writes:

came because teachers changed their ideas about who they were, and let go of the myths that only some people can learn mathematics. When they developed a state of mind of growth, they were able to teach students a mathematical approach – sharing the important science of the brain and teaching mathematics as a visual and creative material.

The study was small and it is unclear whether The mechanism by which students improved was the improvement of their teachers' mentality of growth, or the benefit of better materials and better instructions. In addition, it would be remarkable that a three-year course has no effect.

Nevertheless, the results are promising. Boaler said that one of his favorite moments came when a director of one of the schools of study told him that his teachers had a habit of getting through the time of the maths to get through quickly. Now they are sitting around the party discussing cool visual math problems. Kayla, a teacher, has this to say, according to the study: "I thought it was going to be great for kids, I did not expect it to change me, it was my biggest revelation in all this. "