Changing self-limiting mindsets of young mathematically gifted students to assist talent development

Thesis


Parish, Linda Catherine. (2018). Changing self-limiting mindsets of young mathematically gifted students to assist talent development [Thesis]. https://doi.org/10.26199/5de0495fb8d74
AuthorsParish, Linda Catherine
Qualification nameDoctor of Philosophy (PhD)
Abstract

The aim of this study was to explore the impact of classroom teachers receiving professional learning about students who are mathematically gifted, but who may display self-limiting mindset tendencies. There has been an emerging emphasis on affective impacts in education in general (Duckworth & Gross, 2014; Dweck, 2015), and in mathematics learning specifically (Boaler, 2016; Williams, 2014), on nurturing positive, non-cognitive learner dispositions, or mindsets. However, there seems to be little research, and limited discussion in the literature, about the effect of mathematically gifted students’ mindsets – of how they perceive themselves as learners of mathematics – and the impact this has on their ongoing mathematics learning, and transforming their gifts into talents (Gagné, 2003). The development of positive learner mindsets in students who are mathematically gifted could have profound implications for these students as individuals, as well as for the future of society as a whole, as their gifts continue to be realised, enhanced and transformed into talents. The research design adopted for the study was a case study with a narrative analysis. The case was the phenomenon of mathematically gifted students who display self-limiting mindset tendencies, with three students at three different levels of primary school identified for the study. The case study, a descriptive research design, was used to observe and describe the effect of teacher professional learning on the mathematics learning and mindsets of these three students, over a three to four-month period. Data were collected from parent and teacher questionnaires, pre- and post-professional learning interviews with students and teachers, and observations of mathematics classroom lesson involvement. A narrative analysis process was adopted, with direct interpretation from data being the dominant approach, as the findings were to be a description of happenings rather than a frequency of happenings (Stake, 1995). The narrative analytic procedure used was based around the seven criteria for narrative case study first proposed by Dollard (1935), and revised by Polkinghorne (1995). Analyses and interpretations of data from this study show evidence of the targeted teacher professional learning having a positive impact on the three case study students’ mindsets about successful mathematics learning, and on their approaches to mathematics learning, especially their approaches to challenging tasks. It seems targeted professional learning may be valuable for teachers to develop an understanding of how support for mathematically gifted students is essential, and what it entails. Generalisations from a qualitative case study are limited because, by definition, it is a bounded system specific to a small number of individuals in a particular environment (Stake, 1995). However, if, as the findings of this study show, mindsets of mathematically gifted students can be nurtured (and changed if necessary) the implications could be profound if this does, indeed, enable extraordinary capabilities, or gifts, to be realised, enhanced and transformed into talents (Gagné, 2003). This research may also provide a valuable addition, or a ‘link in the chain' to the current knowledge base of mathematically gifted students, and how educators can best support their successful on-going learning. It hopefully provides further highlights, and uncovers new understandings of classroom support required for mathematically gifted students.

Year2018
PublisherAustralian Catholic University
Digital Object Identifier (DOI)https://doi.org/10.26199/5de0495fb8d74
Research GroupSchool of Education
Final version
Publication dates07 Oct 2018
Permalink -

https://acuresearchbank.acu.edu.au/item/8qww5/changing-self-limiting-mindsets-of-young-mathematically-gifted-students-to-assist-talent-development

  • 247
    total views
  • 823
    total downloads
  • 3
    views this month
  • 7
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Recognising mathematical giftedness
Parish, Linda. (2019). Recognising mathematical giftedness. 42nd annual conference of the mathematics education research group of Australasia. Curtin University, Perth, Western Australia, Australia 30 Jun - 04 Jul 2019 MERGA. pp. 548-555
The power of creativity: A case-study of a mathematically highly capable grade 5 student
Parish, Linda. (2016). The power of creativity: A case-study of a mathematically highly capable grade 5 student. In B. White, M. Chinnappan and S. Trenholm (Ed.). 39th Annual Conference of the Mathematics Education Research Group of Australasia. Adelaide, Australia: Mathematics Education Research Group of Australasia. pp. 511 - 518
The Impact of Let’s Count on Children’s Mathematics Learning
Gervasoni, Ann, Perry, Bob and Parish, Linda. (2015). The Impact of Let’s Count on Children’s Mathematics Learning. In M. Marshman, V. Geiger and A. Bennison (Ed.). 38th annual conference of the Mathematics Education Research Group of Australasia. pp. 253 - 260
Challenging the mindset of Sammy: A case study of a Grade 3 mathematically highly capable student
Parish, Linda. (2015). Challenging the mindset of Sammy: A case study of a Grade 3 mathematically highly capable student. Annual Conference of the Mathematics Education Research Group of Australasia (MERGA). Australia: Mathematics Education Research Group of Australasia. pp. 477 - 484
Defining Mathematical Giftedness
Parish, Linda. (2014). Defining Mathematical Giftedness. In J Anderson, M Cavanagh and A Prescott (Ed.). Curriculum in focus: Research guided practice (Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia). Australia: Mathematics Education Research Group of Australasia. pp. 509 - 516
Longitudinal progress of 6-year-old students who participated in an Extending Mathematical Understanding mathematics intervention program
Gervasoni, Ann, Parish, Linda, Livesey, Carole, Croswell, Melissa, Bevan, Kate, Hadden, Teresa and Turkenburg, Kathie. (2013). Longitudinal progress of 6-year-old students who participated in an Extending Mathematical Understanding mathematics intervention program. In V. Steinle, L. Ball and C. Bardini (Ed.). Mathematics Education: Yesterday, Today and Tomorrow. Australia: Mathematics Education Research Group of Australasia. pp. 346 - 353
The progress of grade 1 students who participated in an Extending Mathematical Understanding intervention program
Gervasoni, Ann, Parish, Linda, Hadden, Teresa, Livesey, Carole, Croswell, Melissa and Turkenburg, Kathie. (2012). The progress of grade 1 students who participated in an Extending Mathematical Understanding intervention program. In J. Dindyal, L. P. Cheng and S. F. Ng (Ed.). 35th annual conference of the Mathematics Education Research Group of Australasia. Australia: Mathematics Education Research Group of Australasia. pp. 306 - 313
Insights about children's understanding of 2-digit and 3-digit numbers
Gervasoni, Ann, Parish, Linda, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole and Croswell, Melissa. (2011). Insights about children's understanding of 2-digit and 3-digit numbers. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 315 - 323
Exploring the mystery of children who read, write and order 2-digit numbers, but cannot locate 50 on a number line
Gervasoni, Ann, Parish, Linda, Bevan, Kate, Croswell, Melissa, Livesey, Carole, Hadden, Teresa and Turkenburg, Kathie. (2011). Exploring the mystery of children who read, write and order 2-digit numbers, but cannot locate 50 on a number line. In B Ubuz (Ed.). Proceedings of the 35th Conference of the International Group for the Psychology of Mathematics Education. Turkey: International Group for the Psychology of Mathematics Education. pp. 401 - 408
Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school
Gervasoni, Ann, Hart, Alis, Croswell, Melissa, Hodges, Lesley and Parish, Linda. (2011). Insights from Aboriginal teaching assistants about the impact of the Bridging the Numeracy Gap Project in a Kimberley Catholic school. In J. Clark, B. Kissane and J. Mousley (Ed.). Mathematics: Traditions and [new] practices: Proceedings of the 2011 AAMT-MERGA conference. Australia: AAMT and MERGA. pp. 306 - 314
Facilitating the development of proportional reasoning through teaching ratio
Parish, Linda. (2010). Facilitating the development of proportional reasoning through teaching ratio. 33rd Annual Conference of the Mathematics Education Research Group of Australasia. John Curtin College of the Arts, Fremantle, Western Australia, Australia 03 - 07 Jul 2010 Fremantle, WA: Mathematics Education Research Group of Australasia. pp. 469 - 476
Bridging the numeracy gap for students in low SES communities :the power of a whole school approach
Gervasoni, Ann, Parish, Linda, Upton, Cait, Hadden, Teresa, Turkenburg, Kathie, Bevan, Kate, Livesey, Carole, Thompson, Deirdre, Crowswell, Melissa and Southwell, Julie. (2010). Bridging the numeracy gap for students in low SES communities :the power of a whole school approach. In L. Sparrow, B. Kissane and C. Hurst (Ed.). 33rd Annual Conference of the Mathematics Education Research Group of Australasia. John Curtin College of the Arts, Fremantle, Western Australia, Australia 03 - 07 Jul 2010 Australia: Mathematics Education Research Group of Australasia. pp. 202 - 209