Staff Infection
STOP THE SPREAD OF PERNICIOUS MATH MINDSETS
THROUGH TRIO PROGRAM STAFF
Anthonie Nichols, Math Specialist
Student Support Services, Utah State University
Mark Leavitt, Math Specialist
Student Support Services, Southern Utah University
Staff Infection
STOP THE SPREAD OF PERNICIOUS MATH MINDSETS
THROUGH TRIO PROGRAM STAFF
WHO WILL THIS SESSION BENEFIT?
1. Math Instructors/Tutors in TRiO projects, or staff in TRiO STEM projects.
2. ALL TRiO Staff
3.
TRiO STUDENTS!
SMALL BUT POWERFUL WAYS WE CAN IMPACT THE LIVES OF TRiO STUDENTS
REGARDING MATH.
Inspired in part by Research from Jo Boaler, Professor of Mathematics Education at Stanford, and
Carol Dweck, Professor of Psychology also at Stanford
Staff Infection
STOP THE SPREAD OF PERNICIOUS MATH MINDSETS
THROUGH TRIO PROGRAM STAFF
• Does your TRIO office have a staff infection?
• Are you unknowingly infecting your students with a negative attitude toward math?
• Are you consciously or subconsciously validating existing negative attitudes and selfdefeating behaviors?
• Do your own attitudes and off-hand comments reinforce barriers to taking on and
completing math classes?
Let’s discuss some ideas for cultivating students’ self-efficacy,
persistence and a “can-do” math attitude.
FIRST, A WARM UP:
Math QUIZ!
#1. Fractions 
#2. Long Division 
#3. Differential Equation 
You have 5 minutes to complete a small quiz that is being handed out.
We have obtained an agreement with all Project Directors that the
issuance of your next paycheck depends on your performance on this
quiz. You must pass with at least 70%.
No pressure!
…’gulp
This will help us all relate back to a TRiO student facing a series of
remedial math classes, with high stakes riding on the outcome:
a decent paycheck, which depends on a decent job, which depends on
earning a degree, which depends on PASSING MATH!
Feelings
Discuss/Describe Feelings about Math
Common feelings about math expressed by college developmental math students:
1. Strong Negatives: A large majority (at SUU ~80%), when speaking honestly, say they “HATE” math.
2. Survival: “I just have to somehow make it through my math class,” involving cramming, memorizing,
shopping for ‘easy’ instructors, and no attempt at learning or conceptualizing.
3. Avoidance: “What major can I choose that doesn’t require math?” Students will actually alter life
goals to avoid math!
Cultural Attitudes
Non-constructive Attitudes Regarding Math
Our culture often makes fun of math, looks down on it, or gives math a “pass”:
1. Pokes Fun at Math: Youtube Video: “math in Mean Girls” link:
https://www.youtube.com/watch?v=JC82Il2cjqA (see especially 0:00-1:19 and 5:56-7:53)
2. Portrays Math as Unfathomable or “Magic”: Don’t understand, just memorize ‘tricks’.
3.
Reinforces Negative Math Identity Beliefs: “You are either a math person or you aren’t.”
TRiO Staff: Could We Be Contributing to
the Problem?
In what ways might TRiO staff reinforce these negative feelings
and/or perpetuate these cultural attitudes?
Discussion: How may we consciously or subconsciously be spreading the infection?
1. Speech: Off-hand comments; Attempts to Empathize Become Reinforcements for Negative Attitudes
or Excuses
2. Emoting and Body Language: What does your facial expression say when you are asked to do math?
3. Math Advising/Coaching/Counseling from a ‘Survival’ or ‘Avoidance’ Perspective: We need to be
careful here! Many innocuous “GOODS” can actually be “BADS” or at least “NOT-SO-GOODS.”
TRiO Staff: How Do We Be Sure We are
Part of a Positive Solution
In what ways might TRiO staff increase students’ math efficacy
and a help instill a Growth Mindset for math?
Staff Reinforces Negative
1. FIXED MINDSET: TIED TO IDENTITY
“I’m not a math person…”
2. TASK COMPLETION:
OFTEN PRAISED AS A STRENGTH
“Are you completing all your homework?”
Staff Reinforces Positive
GROWTH MINDSET: CAN DEVELOP ABILITY;
MIND IS A MUSCLE
“I didn’t develop that part of my math
background.”
CONCEPTUAL UNDERSTANDING:
IN MATH SIMPLE COMPLETION CAN BE A
STUMBLING BLOCK
“Are you understanding your homework?”
Staff Reinforces Negative
3. TEACHER/TUTOR DEPENDENCE:
CANNOT DO IT ON THEIR OWN
“I lived in office hours when I took math.”
“Try to do your homework in tutor lab.”
4. ENDURE/SURVIVE:
OFTEN PRAISED AS A STRENGTH
“You just have to pass.”
“Hold on for 15 weeks.”
5. NON-REALISTIC EXPECTATIONS:
“IMPOSSIBLE” – GIVE UP (NO EFFORT) or
PROCRASTINATE in attempt to CRAM
“Better to take only one class if it’s math.”
Staff Reinforces Positive
INDEPENDENCE: CAN LEARN ON OWN;
TEACHER/TUTOR ARE JUST RESOURCES
“Did you pre-read and attempt on your own?”
“Use tutors after applying *10-minute* rule.”
EMBRACE OPPORTUNITY:
APPROACH AS A HUMAN TOOL or FUN PUZZLE
“Algebra is like a journey through centuries of
human experience!”
REALISTIC EXPECTATIONS:
WILLING TO EXPEND SIGNIFICANT EFFORT
BALANCED, CONSISTENT, STEADY EFFORT
“Expect to spend a lot of time and effort at the
beginning of new concepts. They become easier
and faster over time.“
A Parting Thought for You
and Your Students
Video Courtesy of Khan Academy:
YOU CAN LEARN ANYTHING
…INCLUDING MATH!!!