Utvikling av growth mindset rundt elevers feiltakelser i matematikk : En kvalitativ studie om å tørre å lære av egne feiltakelser fra tre matematikklasserom på mellomtrinnet

The purpose of this study is to learn more about how a teacher can foster a growth mindset in a classroom. I aim to seek insight into how the teachers I observed and interviewed work to encourage this mindset in their students. The research question for this study is: “How can a teacher foster a growth mindset in a classroom, so that the students accept their mathematical mistakes as a medium for future learning? ”This thesis aims to answer this question using two perspectives. Firstly, by taking a look at the teacher's practice in the classroom alongside theories on mindset and mistakes, but also in light of a sociomathematical classroom where norms are exchanged and formed in close interaction between students and the teacher. The literature and research outlined in the study focus on mindsets and intelligence, and how the teacher actively can assist students in fostering this. The thesis will also shed light on implications regarding the teacher's personal mindset, as well as their mathematical beliefs and values on mindset and mistakes. Key words: mindset, intelligence, mistakes i mathematics, sociomathematical norms, social norms, brain research, building relationships