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An analysis of elementary school teachers' mindset regarding students' mathematical ability
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학생의 수학적 능력에 대한 초등학교 교사의 마인드셋 분석

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Type
Academic journal
Author
Pang Jeongsuk (한국교원대학교) Kim, Leena (한국교원대학교 대학원) Kwak, Giwoo (한국교원대학교 대학원)
Journal
한국수학교육학회 수학교육 수학교육 제63권 제3호 KCI Accredited Journals
Published
2024.8
Pages
485 - 503 (19page)

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An analysis of elementary school teachers' mindset regarding students' mathematical ability
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The purpose of this study is to analyze elementary school teachers’ mindsets about students’ mathematical ability. For this purpose, we developed a 20-item scale to measure teachers’ mindset through a review of the literature. In order to verify the developed scale, a survey was conducted among 158 elementary school teachers, and the structure of the items was analyzed by exploratory factor analysis. As a result, three factors were identified: “growth mindset toward change in mathematical ability”, “fixed mindset toward change in mathematical ability”, and “mindset toward innate mathematical ability”. Four groups were distinguished by latent profile analysis, using the scores on these three factors as variables, to characterize the different groups of teachers based on their mindset. The groups with the most participants in the study were, in order, growth mindset teachers, neutral mindset teachers, strong growth mindset teachers, and fixed mindset teachers. Interviews were also conducted with representative participants from each group to learn more about the characteristics of teachers in each profile. Based on the results of the study, we discussed the implications of mindset in terms of the classification of teachers’ mindset about students’ mathematical ability, the popularity of growth mindset among elementary school teachers in Korea, and research on teachers’ mindset about innate mathematical ability.
#마인드셋 #수학적 능력 #성장 마인드셋 #고정 마인드셋 #Mindset #Mathematical ability #Growth mindset #Fixed mindset

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