Students’ growth orientation is crucial in determining their engagement and achievement in STEM subjects such as mathematics (Bostwick, Collie, Martin & Durksen, 2017). Understanding how such an orientation emerges and can be socialized is vital. Research suggests that children’s growth and fixed mindsets are, to a large extent, socialized in part in the classroom (Haimovitz & Dweck, 2017). A method to capture these socialization processes in real-life classroom interaction, however, is lacking.
We developed a coding scheme that can be used to measure the moment-to-moment waxing and waning of mindset-related verbalizations in math lessons, for both teachers and students: The STEAM (Student- TEAcher-Mindset) coding system (De Ruiter, Van der Klooster & Thomaes, 2020).
23-aug-2021 → 27-aug-2021
European Association for Research on Learning and Instruction: null