Have you ever been so frustrated in a math class that it is hard to be positive? In the article “Positive Mindset May Prime Students’ Brains for Math; Scans Provide Support for Theory,” author Sarah D Sparks shares many areas where you brain function would be better if you had a better growth mindset. The keys ideas that Sparks has in this article are centered around the brain in section titled, “Seeing a Mind in the Brain, Mapping the Links, Echoes of other Studies,” and thinking and emotions.
In the first section, Sparks starts off with the heading, seeing a mind in the brain. “The researchers focus on math because other studies have found students’ mindset can be different for different domains” (Sparks 6). Sparks is saying that in each …show more content…
Sparks talks about how having a high positive mindset would make you have greater brain activity in multiply areas in your brain. (6) The more positive the mindset, the higher activation and up regulations researchers have seen in the hippocampus. A hippocampus is made of the elongated ridges on each lateral ventricle of the brain, it is thought to be the center of emotion, memory, and the autonomic nervous system. “Students with high positive- mindset levels had generally greater brain associated with math problem-solving: the hippocampus, the left dorsomedial prefrontal cortex, the left supplementary motor area, the right lingual gyros, and the dorsal cerebellum… an area often associated with the ability to quickly remember math facts and processes” (Sparks 6). With a having a positive mindset in dealing with math, your brain activity will then have more activity, in result, making your hippocampus work faster and smoother. In not only math, but also in other studies, when you have a positive mindset, you then will have a better outcome when it comes to understanding what your …show more content…
Bruce McCandliss, a Stanford education professor that is not apart of Chen’s study found that there is difference in the brain, that people perform at a higher level at solving math problems, but he never investigated if it was part of the mindset or not. Chen was the first study to be looked at for potential benefits involving the positive-mindset levels mostly on cognitive process (Sparks 6). Dweck had stated “A lot of researchers, cognitive scientists, have transitionally thought of motivation as something very separate from intellectual performance or ability” as a broader group of researchers from neuroscience, education, and psychology have started working together, “we are finding the brain doesn’t separate these things. The way we have modularized the human mind will not hold up” (Sparks 6). Studies have also shown that students that have a high growth- mindset are les likely to suffer from performance anxiety or stereotype threats, they learn from there mistakes instead if obsessing over their mistakes. Jason Moser, a neuropsychologist from Michigan State University, had discovered that that students that had a higher growth mindset learned from there mistakes and paid more attention to mistake faster then the students with a low growth mindset. Thinking and emotion contribute also to the mindset to students when
In the first section, Sparks starts off with the heading, seeing a mind in the brain. “The researchers focus on math because other studies have found students’ mindset can be different for different domains” (Sparks 6). Sparks is saying that in each …show more content…
Sparks talks about how having a high positive mindset would make you have greater brain activity in multiply areas in your brain. (6) The more positive the mindset, the higher activation and up regulations researchers have seen in the hippocampus. A hippocampus is made of the elongated ridges on each lateral ventricle of the brain, it is thought to be the center of emotion, memory, and the autonomic nervous system. “Students with high positive- mindset levels had generally greater brain associated with math problem-solving: the hippocampus, the left dorsomedial prefrontal cortex, the left supplementary motor area, the right lingual gyros, and the dorsal cerebellum… an area often associated with the ability to quickly remember math facts and processes” (Sparks 6). With a having a positive mindset in dealing with math, your brain activity will then have more activity, in result, making your hippocampus work faster and smoother. In not only math, but also in other studies, when you have a positive mindset, you then will have a better outcome when it comes to understanding what your …show more content…
Bruce McCandliss, a Stanford education professor that is not apart of Chen’s study found that there is difference in the brain, that people perform at a higher level at solving math problems, but he never investigated if it was part of the mindset or not. Chen was the first study to be looked at for potential benefits involving the positive-mindset levels mostly on cognitive process (Sparks 6). Dweck had stated “A lot of researchers, cognitive scientists, have transitionally thought of motivation as something very separate from intellectual performance or ability” as a broader group of researchers from neuroscience, education, and psychology have started working together, “we are finding the brain doesn’t separate these things. The way we have modularized the human mind will not hold up” (Sparks 6). Studies have also shown that students that have a high growth- mindset are les likely to suffer from performance anxiety or stereotype threats, they learn from there mistakes instead if obsessing over their mistakes. Jason Moser, a neuropsychologist from Michigan State University, had discovered that that students that had a higher growth mindset learned from there mistakes and paid more attention to mistake faster then the students with a low growth mindset. Thinking and emotion contribute also to the mindset to students when