Intelligence - is it fixed or malleable? Effects of this belief on low attaining students.
‘Intelligence is a malleable quality, a potential that can be cultivated.
Psychologists who study creative geniuses point out that the single most important factor in creative achievement is willingness to put in a tremendous amount of effort and to sustain this effort in the face of obstacles.’ (Dweck, 2002). A fundamental question to ask is: are students low attaining because of low intelligence? Is intelligence fixed from birth? If so, does that mean low attaining students will always be low attaining? Is offering more challenging mathematics then futile? What if we subscribe to the notion that ‘intelligence is a malleable quality... that can be cultivated’? (De Geest, 2007)
Main Section
Dweck’s research in the United States has shown that when teachers assume that intelligence can be cultivated and act upon that assumption in the classroom, the intelligence of low attaining students improves. Accepting this implies we should think carefully about the potential of our low-attaining students and their assessment. It also means we have to think about the mathematics and the tasks that we offer them, which perhaps should not put a ceiling on their potential learning. Speaking and listening tasks have the potential to heighten attainment in this context as it can help them in their understanding, in organising their thoughts and in their engagement with mathematics.
Probes & Prompts
Do you think low attainment is linked to intelligence?
Is intelligence fixed or not fixed?
If intelligence is not fixed, how can speech influence intelligence?
‘Mathematics and mathematical learning are hierarchical'. What are the implications of this belief for low attaining students?
Taking Action
Case Studies
Research Sources
De Geest, E. (2007): Many Right Answers: learning in mathematics through speaking and listening. Basic Skills Agency, London
Dweck, C. (2002): Self-theories of Intelligence. Stanford University. Paper adapted from: Messages That Motivate: How Praise Molds Students’ Beliefs, Motivation, and Performance (In Surprising Ways). In J. Aronson (Ed.) 2002, Improving academic achievement New York: Academic Press
Categories
Constructs, FAQs, Obstacles