At the age of eight, I started to struggle with math. Somewhere between memorizing math facts and learning the standard algorithm for multi-digit multiplication, I resigned myself to the idea that I just wasn’t a “math person.” Like many of my peers, math seemed like a rigid subject where you either "got it" or you didn’t. Most of our math learning came from thick, hardcover textbooks filled with problems that rarely connected to anything real. I never understood the “why” behind the standard algorithms, so I assumed that being “bad at math” was just who I was. What I didn’t realize then was that this belief was rooted in a fixed mindset—the idea that intelligence and abilities are static and unchangeable.
However, research by psychologist Carol Dweck offers an entirely different perspective. Dweck introduced the concept of the growth mindset, which is the belief that abilities can be developed through effort, learning, and persistence (Dweck, 2006). In math education, this shift in thinking can make all the difference. Students with a growth mindset approach challenges with resilience, viewing mistakes not as failures, but as opportunities to grow. This change in mindset can dramatically improve not just math performance but also a student’s overall attitude toward learning.
So, what exactly is a growth mindset? It’s a simple but powerful concept: it’s the belief that our abilities—whether in math, sports, or any other area—are not set in stone. They can be improved over time through effort, practice, and a willingness to learn. On the flip side, a fixed mindset is the belief that intelligence and talent are something you're born with, and there’s not much you can do to change that.
In math, students with a fixed mindset often feel like they either “get it” or they don’t. If they struggle, they may quickly label themselves as “bad at math” and shy away from challenges. I know this all too well—I was the same way. But here’s the good news: a growth mindset changes all of that. Students who believe they can improve their math skills through effort and persistence are more likely to keep trying, even when things get tough. They no longer see mistakes as proof they’re bad at math, but as part of the learning process.
In fact, research shows that a shift toward a growth mindset can lead to significant improvements in math performance. One study by Dweck and her colleagues found that students who were taught to understand that their brains can grow and form new connections with practice saw their math scores improve significantly (Dweck, 2006). These students were more likely to embrace challenges, stick with complex problems, and ultimately feel more confident in their abilities. The idea is simple yet transformative: if students believe they can get better, they will work harder to achieve it.
One significant advantage of a growth mindset is how it reshapes students’ reactions to failure. In traditional math classrooms, failure can feel like a dead-end—proof that you’re simply “not a math person.” But students with a growth mindset see failure differently. Instead of giving up, they’re more likely to ask, What can I learn from this mistake? This ability to reflect, adapt, and learn from errors is key to building a solid foundation in math.
Growth mindset also nurtures resilience. Students with a fixed mindset may avoid trying challenging problems out of fear that they’ll fail. In contrast, students with a growth mindset understand that effort and perseverance lead to improvement. They’re willing to take risks and experiment with new strategies, knowing that even if they stumble, they can get back up and try again.
The long-term benefits of a growth mindset go beyond just grades or test scores. Students who develop this mindset in math are more likely to stick with the subject, even as it becomes more complex in middle and high school. Instead of giving up when they encounter difficult concepts, they push through, confident that they can master the material with effort and the right strategies.
In the end, a growth mindset helps students see themselves not as people who either “can” or “can’t” do math, but as learners who are constantly growing and improving. This powerful shift can help them not only succeed in math but also carry the values of perseverance, resilience, and a love for learning into other areas of their lives.
My story, thankfully, has a happy ending. Early in my teaching career, I had the opportunity to attend professional development focused on Cognitively Guided Instruction (CGI). This was my lightbulb moment. For the first time since I had decided I wasn’t good at math, I sat in a class where the instructor challenged me to use non-traditional methods to solve problems. She encouraged me to explain my thinking, gave me space to experiment, and, when I got stuck, guided me to try new approaches. That encouragement was exactly what I needed. Much to my surprise, I ended up pursuing a Master’s degree in math education—something I never imagined as that 8-year-old who thought she’d never “get it.”
Looking back, I realize that if I had known about the power of a growth mindset at a younger age, I might have taken more chances and found confidence in math earlier. A growth mindset can change everything.
Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child Development, 78(1), 246–263. https://doi.org/10.1111/j.1467-8624.2007.00995.x
Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.
