Frustration discomfort and growth mindsets of preservice teachers in mathematics

Date

2022

Journal Title

Journal ISSN

Volume Title

Publisher

Kansas State University

Abstract

Undergraduate students in an education program, or preservice teachers, are expected to practice and teach productive struggle in mathematics as they prepare for their career. Productive struggle in mathematics requires students to persevere in solving rigorous tasks, despite their frustration in doing so. Therefore, a student’s level of frustration discomfort and the degree to which they have a growth mindset may impact their ability to practice productive struggle. Is there a relationship between a student’s degree of growth mindset and their level of frustration discomfort? This study used a correlation research design to investigate a relationship, if any, between degrees of growth mindset and levels of frustration discomfort among preservice teachers.

Description

Keywords

Frustration discomfort scale, Theories of intelligence scale, Growth mindset, Mathematics education, Preservice teachers, Productive struggle

Graduation Month

August

Degree

Doctor of Philosophy

Department

Curriculum and Instruction Programs

Major Professor

Sherri L. Martinie

Date

Type

Dissertation

Citation