Research flags the importance of reinforcing adaptive learning mindsets

In an effort to identify the barriers that prevent students from advancing in STEM-related fields, a research project by PERTS (Project for Education Research that Scales) at Stanford University, compared the pedagogical approach of different teachers and categorised the mindset being promoted in mathematics classrooms as either a fixed mindset or a growth mindset. Surprisingly teachers practices were not aligned with their own beliefs about their mindset. The researchers found differences in the way feedback and grouping strategies were utilised.