Have you ever watched a movie that employed the use of the "Worthless Treasure" trope? Usually, it goes something like this:

1. Hero fixates on achieving some goal or finding some highly valuable treasure
2. Hero goes on adventure to find treasure
3. Hero finds treasure
4. Treasure is not what is expected; it ends up being some kind of MacGuffin or worthless item 5. Hero comes to realization they didn't really need the treasure to begin with; the "real" treasure was in the adventure of finding such an item
6. Wise Old Man stock character confirms this by saying some variation of "you didn't need the magic treasure to prove you're a hero, the real magic was inside you all along!"



While most film critics would argue that we need to get away from the Worthless Treasure trope, I'd say as educators, we could use a lot more of this particular experience, especially when it comes to Mathematics.

A lot of students unwittingly view themselves as "academic heroes". They've got a treasure to find, and if they don't find it, no one will ever see their academic value.The treasure, of course, is the "right answer". Too often, the value of Mathematic experience is placed on finding that right answer and solving the Math problem correctly. If the right answer can't be found, students believe that all is lost - they've failed their academic quest.

As teachers, we have to remind students that it is the journey, the effort and process of solving the Math problem, that is truly rewarding and valuable. Finding right answers can certainly be gratifying, but if everything is viewed as either right or wrong, much of the value of Mathematics is lost. The hard work that goes into solving an equation, even if the final answer is not quite right, is still valuable. It is this effort, that allows students to find the most valuable treasure of all - that of a Growth Mindset.

Teachers must be careful to avoid praising students who produce correct answers as "smart". When students are told they are "smart", they believe that they have been perceived as clever, and wish to maintain this image. In order to ensure that they continue to produce correct answers, and thus cultivate their image as a clever student, they will shy away from academic challenges. These students are left with the impression that they have a fixed intelligence, and thus feel the pressure to continue to be seen as "smart". They learn to value only the final product, rather than the process of hard work, because they do not see effort as a means to expand one's intelligence.

However, when teachers praise students for their effort and diligence, rather than for some innate acuity, students can see that their hard work is valued. They understand that even if there is a chance they do not find the correct answer, the effort put into finding it is rewarding in itself; practice will allow them to build upon their skills and eventually they will be able to tackle harder problems with greater proficiency. A Growth Mindset is fostered by valuing the endeavour itself and the persistence necessary to expand one's abilities in Mathematics.


Teachers have the ability to play into the "Wise Old Man" trope in this situation. When students are discouraged because they are working hard, but not achieving the results they had hoped to see, we can remind them, "you didn't need the right answer, the math was inside of you all along!". Or something like that.