My Annotated Bibliography

Guiding Inquiry Question: 

How can we re-adjust the mindset of a student that believes they are “not a math person”? (How can we foster a positive mindset in students who have spent significant time believing they can’t do math?)

Motivating idea:

More often than not, when we get a class of high school students, they have already entrenched themselves into a mindset. In an ideal world, students would be educated to have a growth mindsetand believe in their potential from the beginning throughout their education. But that is not the case. So my inquiry is focused on what societal factorscontribute to fixed mindsets and prevent self-efficacy, or belief in oneself, and what strategies can be used to adjust students toward growth and reaching their potential.

Contact with the real world:
I have collected anecdotal evidence through informal conversations with students (in an out of math class), teaching staff (math and non-math), misc. school staff, and parents. This includes: how they talk about math; how they talk about students/teachers; how they talk about their feelings about math; how they refer to other subjects. 

Key concepts: Fixed (entity) versus growth (incremental) mindsets [Dweck]; self-efficacy in math [Pajares]; the myth of being a “math person”; incentive/praise; the role of society in shaping math identities;

My annotated bibliography can be viewed at the following link:
https://docs.google.com/document/d/1cfdUKwfHMQjHiyN4MW7BdU_Zvs28Q6jFKcbjLXBZzhI/edit?usp=sharing

Eight sources (5 academic, 3 non-academic including news/magazine articles and a TED Talk) as of this blog post.
-Subject to change-