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A common question is how do we facilitate the development of independent, self-regulating learners. With an increased focus on the development of dispositional models for learning where the skills and mindset of the learner are crucial, how do we ensure that our learners move from requiring external regulation to a model of internal regulation?  

Having the right mindset is alone not sufficient for growth. I might talk the talk about a growth mindset and believe I can learn a new skill but unless I back that belief with action, it is just talk.

Our efforts to enculturate a Growth Mindset or Mindset Awareness are not wasted but the process needs to be understood as complex and demands a multifaceted action plan if it is to produce results.

What becomes clear, as you dive further into the emerging research that connects what we know about learning, mindsets, dispositions for learning and the development of mathematical understandings, is that a new approach is required. We need to move away from memorisation and rule based simplifications of mathematics and embrace a model of learning that is challenging and exciting. We can and should be emerging all our students in the beauty and power of mathematics in learning environments full of multiple representations, rich dialogue and collaborative learning. 

Praise and Feedback occupy significant spaces in the lives of our learners. It should not be surprising then that the language we use to communicate praise and feedback can enhance or hinder our efforts.