Math, Mindset, and Growth: Building Quantitative Competencies in All
Saved in:
| Title: | Math, Mindset, and Growth: Building Quantitative Competencies in All |
|---|---|
| Language: | English |
| Authors: | Ashley E. Orr, Andrew Breazeale, Michael Melville, Sophie le Blanc, Gladys Perez Sriprasert, Elizabeth Ann Whiteman |
| Source: | Journal of the Scholarship of Teaching and Learning. 2026 26(1). |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/josotl |
| Peer Reviewed: | Y |
| Page Count: | 37 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Graduate Education (DGE) |
| Contract Number: | 1745016 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teaching Methods, Intervention, Online Courses, Student Attitudes, Self Efficacy, Academic Achievement, Graduate Students, Interdisciplinary Approach, Graduate Study, Skill Development, Summer Programs, Mathematics Skills, Synchronous Communication, Universities, STEM Education, Mathematics Achievement |
| ISSN: | 1527-9316 |
| Abstract: | Broadening access and participation in science, technology, engineering, and mathematics (STEM) is a central policy goal (NSF, 2020), yet inequalities in quantitative skills emerge prior to higher education and can be a barrier for greater inclusion of students in STEM and STEM-adjacent education (such as economics). Quantitative skill building programs offer one potential solution; however, students may enter these programs with preconceived negative self-assessments or mindsets that may influence their success. In this paper, we examine the extent to which the implementation of a Menu of Growth Mindset Interventions affects conditionally admitted master's student beliefs that math skills are malleable and can grow (Dweck, 2006). We study three conditionally admitted master's student cohorts and find statistically significant improvements within-subjects from pre- to post-course in student mindset towards growth (an effect size of 0.49 standard deviation (s.d.)), self-efficacy, and performance (improvements between 27 and 50 percentage points, with large effect sizes ranging between 1.11 and 2.50 s.d., respectively). Additionally, we follow up with students longitudinally and find students report continued use of growth mindset strategies to support themselves and their peers. |
| Abstractor: | As Provided |
| Entry Date: | 20260101 |
| Accession Number: | EJ1516634 |
| Database: | ERIC |
| Abstract: | Broadening access and participation in science, technology, engineering, and mathematics (STEM) is a central policy goal (NSF, 2020), yet inequalities in quantitative skills emerge prior to higher education and can be a barrier for greater inclusion of students in STEM and STEM-adjacent education (such as economics). Quantitative skill building programs offer one potential solution; however, students may enter these programs with preconceived negative self-assessments or mindsets that may influence their success. In this paper, we examine the extent to which the implementation of a Menu of Growth Mindset Interventions affects conditionally admitted master's student beliefs that math skills are malleable and can grow (Dweck, 2006). We study three conditionally admitted master's student cohorts and find statistically significant improvements within-subjects from pre- to post-course in student mindset towards growth (an effect size of 0.49 standard deviation (s.d.)), self-efficacy, and performance (improvements between 27 and 50 percentage points, with large effect sizes ranging between 1.11 and 2.50 s.d., respectively). Additionally, we follow up with students longitudinally and find students report continued use of growth mindset strategies to support themselves and their peers. |
|---|---|
| ISSN: | 1527-9316 |
