Another important takeaway from this course is the importance of helping students develop a positive mathematical mindset. Many students begin to believe that they are either “good at math” or “bad at math,” especially when they have struggled with a concept in the past. As a future teacher, I want to help change this way of thinking by showing students that mathematical ability can grow through practice, persistence, and learning from mistakes.
I have learned that productive struggle is an important part of mathematics learning. Students do not always need to be given the answer or shown exactly how to solve a problem. Sometimes they need time to think, try a strategy, make a mistake, and try again. As a teacher, I can support students during this process by asking questions such as, “What have you tried so far?” “Is there another way you could solve it?” or “What did you learn from your first attempt?”
I also want to be intentional about the way I praise students. Instead of only telling a student that they are “smart” when they get an answer correct, I can recognize their effort, reasoning, creativity, strategy, and persistence. This can help students understand that success in mathematics is not about being the fastest person to find the answer.
Creating a classroom where mistakes are accepted can also help students become more comfortable taking risks. I want my students to understand that getting an answer wrong does not mean they cannot do math. It means there is an opportunity to figure out what happened and learn something new.
As I continue preparing to become a teacher, I want to create a mathematics classroom where students are encouraged to be curious, take risks, and keep trying. My goal is for students to see themselves as problem solvers and understand that struggling with math does not mean you cannot do math—it means you are learning.
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