Abstract

Open peer commentary on the article “I Can’t Yet and Growth Mindset” by Fiona Murphy & Hugh Gash.: A strong emotional theme in relation to children’s learning emerges in the target article. I draw parallels with mathematics education research, where repeated studies have advocated mixed-ability grouping, higher teacher expectations and rich mathematical tasks. However, teachers’ beliefs and attitudes can be resistant to change. My commentary invites the authors to consider how their research might be strengthened by further analysis using identity theory.