Math Teacher Mindset Shifts Before Instructional Shifts?

Math Coordinators, coaches, district leaders:

Do we have to focus on switching teacher mindsets BEFORE helping them with pedagogical moves?

Navigating the Path of Change

As coaches, consultants, or coordinators, our ultimate aim is to foster an environment where students actively engage with the math practice standards while developing a positive disposition towards mathematics. A critical aspect of this process involves altering teachers’ mindsets and teaching practices.

The Dilemma: Mindset vs. Pedagogy

One of the common dilemmas we face is deciding whether to focus initially on changing teachers’ mindsets or to start with enhancing their mathematical proficiency and pedagogical strategies. This question often arises during the planning of professional development sessions, and it’s a valid concern. Do we start with the mindset and hope it translates into effective practice, or do we begin with the practice and hope it alters the mindset?

The Elephant and the Rider: A Metaphor for Change

In contemplating this challenge, I’m reminded of the metaphor from the book “Switch” by Chip and Dan Heath, which explores how to facilitate difficult changes. Picture an elephant and its rider traveling down a path. The rider represents our logical side, while the elephant symbolizes our emotional side. For successful change, both the rider’s direction and the elephant’s willingness to follow are essential.

Addressing All Three Aspects

To truly impact teaching practice, we must address three key elements: clearing the path (making the change easy), appealing to the teacher’s logic (why the change makes sense), and, most importantly, persuading their emotional side (why they should want to change).

The Power of Mathematics Epiphanies

In our experience, starting with creating ‘mathematics epiphanies’ can be incredibly effective. These are moments when the beauty, clarity, and simplicity of mathematics become apparent, significantly impacting teachers’ beliefs and practices. They are moments when a teacher’s fundamental understanding of a math concept is challenged. For instance, when a teacher suddenly grasps how to represent two-step equations on a number line or comprehends the area model for multiplying two-digit numbers, it’s transformative.

Putting It Into Practice

Our discussions with district partners often lead to the conclusion that facilitating these epiphanies should be a primary focus of professional development. Encouraging teachers to experience math in new, profound ways can powerfully shift their perspectives and, in turn, their teaching practices.

The Path to Classroom Transformation

Once these epiphanies occur, teachers naturally start asking how they can implement such revelations in their classrooms. This is where logical reasoning and clearing the path come into play. It becomes easier to guide teachers through pedagogical changes when they’ve experienced these profound moments of understanding.

Focusing on mathematics epiphanies provides a solid foundation for both mindset and pedagogical shifts. It’s a strategy that aligns with our goal of making mathematics a subject of discovery and joy for both teachers and students. As we continue to support our educators, let’s create opportunities for these transformative experiences and watch the positive ripple effects in our classrooms.