Growth Mindset to Support Equity and Excellence in Linguistically Diverse Elementary Classrooms

Abstract

Research suggests cognitive advantages of speaking more than one language – for example, cognitive flexibility, higher order thinking skills, and better problem solving. We posit that strengths associated with bilingualism suggest potential for a growth mindset and productive struggle that could support mathematical problem solving. This article investigates mathematics teaching and learning practices designed to uncover and support a growth mindset and productive struggle in linguistically diverse elementary classrooms – with an eye toward equity and excellence. We share and discuss lessons learned from educational literature, professional practice, and evidence from a small-scale growth mindset action research project in a linguistically diverse first-grade classroom.