Dweck (2006) explains that learners with a ‘growth mindset’ believe that they can learn just about anything. It may take some struggle and some failure but they understand that with some perseverance and effort, they can succeed. The focus of a growth mindset is on learning, not looking smart whereas someone with a fixed mindset will avoid situations where they might fail (Dweck, 2006). This can have implications in the classroom where children become reluctant to try or become distressed if they get the wrong answer. During the course of my induction year, I have found that many children within my class have a fixed mindset, particularly when it comes to numeracy and mathematics. Thus, the purpose of this enquiry was to embrace mistakes within the classroom, particularly during mathematics with the aim that the children did not become distressed when they made a mistake or were reluctant to try if they thought they would get the wrong answer.
The aim of this enquiry was to use a planned and structured approach to measure the impact of welcoming mistakes in maths in a primary 4 class.