Growth Mindset Task Framework
Open: Multiple solution strategies, Multiple entry
points, Multiple ways to “see” the problem,
Multiple ways to show learning
 Involves a mathematical concept(s) and a
practice(s)
 Every team member can contribute
 Task focuses on learning: opportunities to learn
something rather than demonstrate what you know
 Clear learning goals and opportunities for feedback.

Task Framework
Task as
written
Task as
planned
Task as
enacted
1 ÷ 2/3
Cathy Humphreys, 7th graders
 Mathematics as sense-making
 Task, teacher affect, calling on students, dealing
with wrong answers


The “Didactic contract” (Guy Brousseau)
Reflecting on Claude Steele’s talk
How is having the brown eyed kids sit in the
back of the room different to being placed in
the low track group?
 What cognitive diminishment is likely?
 How can we counter this when teaching low
track groups? Eg Changing the conditions of
life – “a huge political effort” / Critical mass/
drawing from diversity/ “the simple
relationship”, the power of teachers

Tasks
Pile Pattern
 Where’s the 10
 Beans in bowls
 Matching Representations
 Number Talks
 1 ÷ 2/3
