[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"$f6rmnim5xE6IMuyoog4jlKtnghT_A_6-1upcMhPLoZYo":3,"$fPZuH7bUmr_UJxYBTB35ytAWmZBDzKM6PnZOITdpqZ2Y":12},{"author":4,"tags":11},{"author_id":5,"author_name":6,"author_name_first_letter":7,"article_count":8,"bio":9,"short_bio":9,"bio_jsonld":9,"slug":10,"image_url":9},204730,"Jo Boaler","J",8,null,"jo-boaler",[],{"quotes":13,"pagination":65},[14,22,28,34,41,47,53,59],{"id":15,"quote_text":16,"author_id":5,"source_id":17,"has_image":18,"author":19,"source":20,"quote_tag":21,"commentary":9},3139240,"Diagnostic, comment-based feedback is now known to promote learning, and it should be the standard way in which students’ progress is reported.",6,false,{"id":5,"author_name":6,"slug":10,"author_name_first_letter":7,"article_count":8,"image_url":9},{},[],{"id":23,"quote_text":24,"author_id":5,"source_id":17,"has_image":18,"author":25,"source":26,"quote_tag":27,"commentary":9},3139238,"Another misconception about mathematics that is pervasive and damaging – and wrong – is the idea that people who can do math are the smartest or cleverest people. This makes math failure particularly crushing for students, as they interpret it as meaning that they are not smart.",{"id":5,"author_name":6,"slug":10,"author_name_first_letter":7,"article_count":8,"image_url":9},{},[],{"id":29,"quote_text":30,"author_id":5,"source_id":17,"has_image":18,"author":31,"source":32,"quote_tag":33,"commentary":9},3139234,"Many parents have asked me: What is the point of my child explaining their work if they can get the answer right? My answer is always the same: Explaining your work is what, in mathematics, we call reasoning, and reasoning is central to the discipline of mathematics.",{"id":5,"author_name":6,"slug":10,"author_name_first_letter":7,"article_count":8,"image_url":9},{},[],{"id":35,"quote_text":36,"author_id":5,"source_id":17,"has_image":18,"author":37,"source":38,"quote_tag":39,"commentary":40},3139229,"A lot of scientific evidence suggests that the difference between those who succeed and those who don’t is not the brains they were born with, but their approach to life, the messages they receive about their potential, and the opportunities they have to learn.",{"id":5,"author_name":6,"slug":10,"author_name_first_letter":7,"article_count":8,"image_url":9},{},[],"**The Backstory**\nThis quote is likely a representation of Jo Boaler's perspective on education and intelligence, reflecting her work as a mathematician and educator at Stanford University. As someone who has dedicated their career to promoting math education and challenging traditional notions of ability, Boaler has been influenced by the cognitive sciences and social psychology research that emphasizes the role of environment and experiences in shaping intelligence.\n\n**The Hidden Insight**\nWhat lies beneath this statement is a subtle yet profound critique of the fixed-mindset approach to learning. By suggesting that success hinges not on innate talent but rather on one's approach to life, the messages received about potential, and opportunities to learn, Boaler reveals an important tension between what we often assume (i.e., natural ability) and what research actually shows: that intelligence is malleable and can be developed through effort.\n\n**How to Use This**\nTo apply this insight in a practical way today, educators and professionals should focus on fostering growth mindsets in themselves and others. This means creating an environment where challenges are framed as opportunities for learning, rather than threats to one's ego or perceived intelligence, and where individuals feel empowered to take on new tasks and pursue their interests without fear of failure.",{"id":42,"quote_text":43,"author_id":5,"source_id":17,"has_image":18,"author":44,"source":45,"quote_tag":46,"commentary":9},3139227,"Mathematics is at the center of thinking about how to spend the day, how many events and jobs can fit into the day, what size of space can be used to fit equipment or turn a car around, how likely events are to happen, knowing how tweets are amplified and how many people they reach.",{"id":5,"author_name":6,"slug":10,"author_name_first_letter":7,"article_count":8,"image_url":9},{},[],{"id":48,"quote_text":49,"author_id":5,"source_id":17,"has_image":18,"author":50,"source":51,"quote_tag":52,"commentary":9},3139217,"Every time a student makes a mistake in math, they grow a synapse.” There.",{"id":5,"author_name":6,"slug":10,"author_name_first_letter":7,"article_count":8,"image_url":9},{},[],{"id":54,"quote_text":55,"author_id":5,"source_id":17,"has_image":18,"author":56,"source":57,"quote_tag":58,"commentary":9},3139209,"Always give help when needed, always ask for help when you need it.",{"id":5,"author_name":6,"slug":10,"author_name_first_letter":7,"article_count":8,"image_url":9},{},[],{"id":60,"quote_text":61,"author_id":5,"source_id":17,"has_image":18,"author":62,"source":63,"quote_tag":64,"commentary":9},3139198,"I work with a lot of mathematicians, and one thing I notice about them is that they are not particularly fast with numbers; in fact some of them are rather slow. This is not a bad thing; they are slow because they think deeply and carefully about mathematics.",{"id":5,"author_name":6,"slug":10,"author_name_first_letter":7,"article_count":8,"image_url":9},{},[],{"currentPage":66,"totalPages":66,"totalItems":8,"itemsPerPage":67},1,10]