The Transformative Impact of a Mathematical Mindset Experience Taught at Scale

Boaler, Jo; Dieckmann, Jack; LaMar, Tanya; Leshin, Miriam; Selbach-Allen, Megan E.; Pérez-Núñez, Graciela

doi:10.3389/feduc.2021.784393

Cited by 11 publications

(6 citation statements)

References 36 publications

(46 reference statements)

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“…On the other hand, a growth mindset sees intelligence (“intelligence”) as a moldable trait that is not fixed and could be improved through effort and intervention (“intervention”) ( Macnamara and Rupani, 2017 ; Zhu et al, 2019 ). Additionally, the theories and intervention methods related to mathematical beliefs could also be applied to other STEM-related (“STEM”) disciplines ( Boaler et al, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education

Zhang

Sun

et al. 2022

Front. Psychol.

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Embracing a growth mindset is essential to students’ academic improvement. This manuscript aims to better understand the existing literature on the role and effects of the growth mindset in mathematics teaching and learning. It provides an updated perspective on the research regarding the growth mindset in mathematics education. The dataset comprises 85 journal articles published from 2012 to 2022 retrieved from the Web of Science (WOS) and Scopus databases. The current study applies a methodology based on bibliometric analysis techniques. The analysis reveals and corroborates several patterns from the research trends, journals, countries, and authors that have significant impacts on the research field. The findings show that USA, UK, and Norway are the most productive countries in publishing research on the topic. Moreover, the results of the thematic analysis indicate that the topics discussed among most of the articles in the dataset include engagement, implementation, persistence, children, fluid intelligence, and skills. The longitudinal trends in research themes based on study keywords illustrate an evolution in the research from the concept of mindsets to implicit theories on the growth mindset alongside academic achievement. Lastly, this study also provides an overview of the conceptual structure underlying studies on the growth mindset, which offers valuable insights into potential research topics for academics and practitioners seeking to explore the growth mindset in the future.

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Section: Discussionmentioning

confidence: 99%

A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education

Zhang

Sun

et al. 2022

Front. Psychol.

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“…When we taught 82 middle school students in a youcubed summer camp we taught the students these strategies as they worked on open tasks. At the end of the four-week camp the students had increased their achievement on standardized tests by the equivalent of 2.8 years (Boaler et al, 2021, see [3]).…”

Section: Jo Boalermentioning

confidence: 99%

Metacognition in the Mathematics Classroom

Boaler,

Legette Jones,

Lai

et al. 2024

Notices Amer. Math. Soc.

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Metacognition, a popular area in educational research, sparked an interesting panel discussion at the Joint Mathematics Meetings in Boston last January when it was applied to the teaching of math in the classroom. Annalisa Crannell from Franklin & Marshall College, a member of the Joint Committee on Women in the Mathematical Sciences (JCW) had suggested this topic and the JCW eagerly adopted it to organize a contribution to the meeting in Boston and to promote the JCW.

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“…At the same time, didactic tools and methodological techniques are more effective when they are used in a comprehensive way in mathematics lessons in a combination of methods that ensure the assimilation of subject knowledge and form student's thinking and metacognitive skills (Ozturk, 2021;Platonova et al, 2021;Yang et al, 2011). The combination of methods allows students to master and understand the content (Boaler et al, 2021;Dong et al, 2015). It also allows a productive and meaningful exchange between different sections of mathematical disciplines (Hawes et al, 2021).…”

Section: Contribution To the Literaturementioning

confidence: 99%

Classification of open mathematical problems and their role in academic achievement and motivation of students

Utemov

Niyazova

Савина

et al. 2022

EURASIA J Math Sci Tech Ed

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Problems of developing subject education and science have become more acute during different social changes. The most problematic is the teaching of exact disciplines, including mathematical disciplines (mathematics, algebra, geometry), which form knowledge for working in high-tech industries. It is worth noting that the methodology of teaching mathematics has accumulated a large unsystematized portfolio of new techniques and methods. Thus, open problems aimed at developing students' creativity are used more actively in the lessons. Tasks that require students to use non-standard approaches to the solution affect academic success. But a teacher of mathematics needs to have a classification of problems in the educational process to choose tasks of an open type correctly. In this regard, the article deals with substantiating the classification of open problems for teaching mathematical disciplines and developing methodological guidelines for lessons that help increase learning motivation and academic achievement of students. The leading research methods are the following: observation of teachers' methodological work, talks with teachers, analysis of methodological developments, educational documentation and teachers' surveys. Statistical processing of the results using Wilcoxon W test. In 2020-2021 the authors carried out an experiment with 358 students from 16 classes. Based on its results, the authors of the article have identified a classification of open problems for teaching mathematical disciplines; developed and implemented methodological guidelines for lessons of mathematics that contribute to developing students' creativity in the academic progress. The authors evaluated the effectiveness of using the selected classification of open problems for teaching mathematical disciplines. They concluded about the increase of group motivation among students and academic performance in mathematical disciplines. The practical use of the classification of open problems allows the teacher to differentiate educational problems in mathematics, taking into account the relationship between their logical structure and the level of ability achieved by the student to solve problems in mathematics. Methodological guidelines developed by the authors can be used to help increase the learning motivation and academic achievement of students while preparing for mathematics lessons.

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The Transformative Impact of a Mathematical Mindset Experience Taught at Scale

Cited by 11 publications

References 36 publications

A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education

A bibliometric review on latent topics and research trends in the growth mindset literature for mathematics education

Metacognition in the Mathematics Classroom

Classification of open mathematical problems and their role in academic achievement and motivation of students

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