Preservice Teacher’s Enactment of Growth Mindset in Mathematics Instruction: A Qualitative Study from Classroom Interaction
DOI:
https://doi.org/10.33474/j-prima.v2i1.25342Keywords:
Growth Mindset, Preservice Teacher, Mathematics Education, Qualitative Study, Classroom InteractionAbstract
This qualitative study explores how a preservice teacher enacts growth mindset principles during mathematics instruction, particularly in teaching correlation concepts in a secondary classroom. The data were derived from classroom interaction transcripts and analyzed using thematic analysis. The findings reveal four major themes: (1) scaffolding as a manifestation of growth-oriented pedagogy, (2) normalization of errors as part of learning, (3) emphasis on process over outcomes, and (4) strategic responses to students’ challenges and disengagement. However, the study also identifies instances of false growth mindset, particularly when errors are overly minimized without conceptual clarification. The findings suggest that while preservice teachers demonstrate emerging growth mindset practices, deeper pedagogical understanding is required to avoid misinterpretation. This study contributes to the discourse on integrating growth mindset into teacher education, especially in mathematics learning contexts.
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