Infusing Mindset through Mathematical Problem Solving and Collaboration: Studying the Impact of a Short College Intervention

Abstract

After experiencing years of procedural teaching in K-12 mathematics classrooms, many students arrive at college with ideas about, and approaches towards, mathematics that are not helpful to their learning. Students’ prior experiences and misconceptions can then negatively impact their experiences in university STEM courses. This paper describes a short course in the “big ideas” of calculus, that offered students an approach of problem-based learning, combined with mindset messages, otherwise known as a “mathematical mindset approach”. The mixed-method study considered how a ‘mathematical mindset’ teaching intervention impacted the learning, achievement, and beliefs of incoming college students, finding that the intervention significantly changed students’ ideas about mathematics, their own potential, and the value of collaboration. At the end of the course students also significantly improved their achievement on assessments of problem solving and collaboration. Importantly the course allowed students to believe in their own potential and to approach mathematics with a growth mindset, suggesting a role for such courses in students’ mathematics pathways.

Technology-based learning interventions on mathematical problem-solving: a meta-analysis of research in Indonesia

“…An 293 influenced problem-solving skills indirectly. The moderating factor of this influence is -solving mathematical problems [11]. Therefore, learners must develop the mindset needed for 21st-century skills [12].…”

The relation between teacher and students' mathematical mindsets to the student’s comprehension of mathematics concepts

“…In other studies, it has been found that a mathematical mindset is related to motivational factors, self-confidence, perception, students' knowledge, and interest, as well as teacher support (Aguilar, 2021;Boyer & Mailloux, 2015;Hannula et al, 2004;Heinze et al, 2005;Tambunan, 2018). Research on the effectiveness of mindset interventions, which instill the idea that intelligence can be developed and that effort is an essential part of learning, has been conducted across different age groups and subjects, highlighting its importance (Blackwell et al, 2007;Boaler et al, 2022;Dweck, 2006). When students change their mindset and believe they can learn at higher levels, they alter their learning trajectory (Boaler et al, 2022).…”

“…Self-perception related to mathematics is the first barrier that students encounter in learning mathematics and contributes to negative attitudes. This is because students recognize their lack of foundational knowledge in mathematics as a result of their initial perception of the difficulty of mathematical reasoning (Aguilar, 2021;Aswin & Herman, 2022;Boaler et al, 2022;Nurita et al, 2022). Self-efficacy is part of the mindset (Rhew et al, 2018), meaning that students with a growth mindset are more likely to learn mathematical knowledge, actively engage in the learning process, and creatively connect mathematical ideas.…”

“…Incorporating the idea of a growth mindset in mathematics education is crucial. Research considering the impact of mindset on mathematics learning in the classroom has shown significant positive effects (Anderson et al, 2018;Boaler, 2019b;Boaler et al, 2021Boaler et al, , 2022Lee et al, 2019). Several studies have found that students with a growth mindset in mathematics tend to find innovative ways to solve problems.…”

“…If they are successful, they will seek additional questions and consult books or online resources to gain ideas. This helps deepen students' mathematical knowledge because they perceive their mathematics learning as more meaningful (Boaler et al, 2022;Henningsen & Stein, 1997;Masitoh & Fitriyani, 2018). Furthermore, a growth mindset encourages students to seek clarification when unsure.…”