What a Growth Mindset Looks Like in Mathematics

• Believe they can improve with effort
• Expect challenge and don’t avoid it
• See mistakes as information
• Try multiple strategies
• Ask for help productively

Instead of saying… Say this…

“You’re good at maths.” ... “Your strategy really worked.”  

• “That was easy for you.”... “You stuck with that challenge.” 
• “Who finished first?”... “Who tried more than one way?”
• “No, that’s wrong.”... “What does this mistake show us?”
•  “Let me fix it.”... “What could you try next?”

Teacher Script (use verbatim if needed):

• “In mathematics, everyone feels stuck sometimes — including adults.
• Being good at maths doesn’t mean you get answers quickly.
• It means you keep trying different strategies when it’s hard.”

Display this statement:

• Mistakes help my brain grow.

Student Discussion Prompt (Think–Pair–Share):

• What do you do when maths feels hard?
• What could you do instead?

• Use these as posters, desk cards, or journal starters:
• “I can learn this with time and effort.”
• “Mistakes help me understand.”
• “I don’t understand yet — and that’s okay.”
• “Trying a new strategy helps my brain grow.”
• “Struggle means I’m learning.”

 End-of-lesson reflection (1–2 minutes):

Students complete:

• One strategy I tried today was __________.
• One mistake that helped me learn was __________.
• Next time, I will try __________.

Use weekly or during planning.

• ☐ I praised strategies, not speed
• ☐ I allowed productive struggle
• ☐ I modelled making a mistake
• ☐ I asked “How?” not just “What?” 
• ☐ I normalised confusion

 ❌ Pitfall: Saying “Just try harder”
✅ Instead: Teach how to try differently

❌ Pitfall: Rescuing students too quickly
✅ Instead: Ask guiding questions

❌ Pitfall: Celebrating only correct answers
✅ Instead: Celebrate thinking and persistence

• “Favourite Mistake” discussion
• Multiple-solution tasks
• Teacher think-alouds (including errors)
• Strategy walls (“Ways We Solve Problems”) 
• Timed tasks used for practice, not judgement