Series Growth Mindset Made Visible : Encouraging Students to Persist Through Challenges
Math.Practice.MP1
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP1: Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, \"Does this make sense?\" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.
Math.Practice.MP3
 Common core State Standards
 Math: Math
 Practice: Mathematical Practice Standards

MP3: Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, andif there is a flaw in an argumentexplain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.
Math.2.NBT.B.7
Common core State Standards
 Math: Math
 2: Grade 2
 NBT: Number & Operations in Base Ten
 B: Use place value understanding and properties of operations to add and subtract

7:
Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting threedigit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones; and sometimes it is necessary to compose or decompose tens or hundreds.
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Discussion and Supporting Materials
Thought starters
 How does Ms. MontoyWilson help her students become excited about challenges?
 Why is it important for students to articulate their thinking about challenging work?
 How does Ms. MontoyWilson ensure that her students are struggling productively?
In Partnership With:
Teachers
Maricela MontoyWilson
English Language Arts Math Science Social Studies Arts / 1 / Teacher
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4 MIN

5 MIN

5 MIN
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 TCHERS' VOICE
English Language Arts
79 Comments
Emily Hein Oct 28, 2021 9:46am
Michael Stires Jun 15, 2020 12:09pm
Ms. MontoyWilson does a great job explaining to her students that everyone will struggle during this challenge, but she made it normal in a way that students understand while talking about it with the whole class. Articulating students thinking is challenging but helpful because the students must explain their answer but are asked certain questions to challenge their understanding with problem solving skills. Reflecting on the students learning engages them to explain their thinking in a way that challenge them to understand their thoughts when processing specific topics.
Avery Baird May 13, 2020 8:31pm
Students learning how to keep pushing through a problem at an early age is a major stepping stone in their ability to learn later on in life. Teaching them to understand that the challenge can be exciting and they can learn from it will help them use their knowledge and problem solving skills. This is also a great way to enhance communication skills when the students let the teacher and peers know what they are struggling with in the problem.
Aundrea Gamble Apr 21, 2020 5:17pm
1. How does Ms. MontoyWilson help her students become excited about challenges?
She lets everyone know that everyone will struggle at some point during the challenge. She normalizes the struggle and talks about it with the whole class. Ms. MontoyWilson also encourages the students to ask for help when they are stuck.
2. Why is it important for students to articulate their thinking about challenging work?
It is important for students to articulate their thinking about challenging work because they are explaining how they get their answers but also ask questions to better understand the challenge.
3. How does Ms. MontoyWilson ensure that her students are struggling productively?
Ms. Montoy also helps the students reflect on their learning process. She also asks the students to justify their thinking more so they can better understand their process of thinking.
Troy Parsons Apr 27, 2019 6:29pm
I liked this video because getting students to never give up is a challenge. You were able to give me some new ways to say the same sort of things to them (sometimes I feel like I keep repeating myself). Trying to help students have "grit" and persevere through hard work has always been one of my goals, and not just in math (CC Math Practices #1). Watching your video reminds me of how important it is and it's nice to see another teacher succeed in doing this.