Recommended Reading: “I’m good at math!” _Carol Dweck
Preface to the Revised Edition: Finding the Best Way to Do Well in Math
Preface to the First Edition: A Mindset That Breaks Down Stereotypes About Mathematics

Chapter 1: There is no such thing as a brain that is good at math.
Chapter 2: The Power of Mistakes to Grow Your Brain
Chapter 3: Mathematics is not a subject of calculation.
Chapter 4: Cultivating a Mathematical Mindset
Chapter 5 Math Assignments to Build a Growth Mindset
Chapter 6 Mathematical Equality and Human Equality
Chapter 7: From Level-Based Learning to Growth Mindset Learning
Chapter 8: Assessing Mathematical Growth Mindset
Chapter 9: Teaching Math for a Growth Mindset

supplement
References

Math Trauma Within Us
Fix it with a growth mindset

The term 'supoja', or 'math dropout', is now so common that it feels like there's nothing particularly special about it.
Why has giving up on math become so commonplace? Joe Boller, a professor of mathematics education at Stanford University and an educator named one of the BBC's "8 People Who Changed Education," attributes it to deeply held misconceptions about math that permeate society.
Mathematics is a talent, and that talent must be innate.
In a word, it is the belief that 'there are people who are good at math' that we commonly think of.
As this misleading message was passed down from generation to generation, many students quickly came to believe that they were simply not good at math.
In fact, many parents and teachers are in the position of comforting students by telling them not to be discouraged if they are not good at math.
In this atmosphere, students find math difficult and avoid it, saying, “Math is not for me.”
Eventually, these superstitions wound us, knowingly or unknowingly, and become traumatic.
This is why Joe Boller published "The Stanford Mindset for Math Love."
Professor Bowler emphasizes in his book that we must study and teach the mindset within mathematics, rather than the general mathematics studies we have done so far, and he corrects the fundamental approach to studying mathematics.


“You’re really smart!” vs “You worked really hard!”
What Parents and Teachers Are Saying About Changing the Path of Math Learning

In this book, Professor Bowler introduces the concepts of 'fixed mindset' and 'growth mindset'.
A fixed mindset is a mindset that views human abilities as fixed, fixed qualities. People with a fixed mindset believe that while they can learn knowledge, their basic level of intelligence cannot be changed.
On the other hand, a growth mindset is a mindset that sees all abilities as qualities that grow through learning, and people with a growth mindset believe that their intelligence will improve if they work hard.
This book proves through numerous neuroscience research results and case studies that there is no brain that is innately capable of learning.
Of course, this doesn't mean that everyone is born with the same brain.
It emphasizes that innate brain differences are minimal compared to the differences in brain growth that children experience throughout their lives.
If a fixed mindset persists, it will have a negative impact on children, regardless of whether their grades are good or bad.
This is especially bad for students with good grades.
This is because they are reluctant to attempt difficult tasks for fear that if they make mistakes, people will think they are not smart.
On the other hand, students with a growth mindset use mistakes as motivation to move forward and take on more challenging tasks.

One of the many factors that determines what kind of mindset a student will develop is the type of praise given by parents and teachers.
In a related study, students who were praised with, “You’re really smart!” chose easier problems on the next test, while students who were praised with, “You worked really hard!” chose harder problems.
To improve students' grades, we need to praise their efforts rather than praising fixed characteristics.
When you try again without being anxious about making mistakes, your brain grows.
This is the growth mindset that will help you improve your math scores.
In other words, small changes on the part of educators and parents can completely change the path students take in learning math.

Making math fun
For 'real math study'

The beauty of this book is that it is filled with teaching methods, learning techniques, and math homework that can be applied directly in real classrooms and at home.
These growth mindset strategies were implemented directly by Stanford University professors and researchers in elementary, middle, and high school classrooms and confirmed through changes in students. Approximately two-thirds of the book is filled with these practical methods.
In particular, the author explains the core of growth mindset learning with the expression, "a task with a low floor and a high ceiling."
A low floor means that anyone can access the idea, and a high ceiling means that the idea can be raised to a high level.
In other words, it is very important to have math assignments that are accessible to a wide range of students and that can expand their thinking to a high level.
This book presents precisely such challenges.
Through these practical assignments, students who were previously unsure about math will become interested in it, and beyond that, they will gradually achieve high grades.

There is no such thing as a 'natural math genius'.
Anyone can excel in math and reach a high level by following the guidance in this book and adopting a growth mindset.
Mathematics is not simply a study of calculations.
To develop mathematical thinking skills, thinking deeply is much more important than solving problems quickly.
Now, it's time to 'study real math'.