DEVELOPMENT OF PERSEVERANCE IN MATHEMATICS CLASSROOMS THROUGH THE ADVANCEMENT OF A GROWTH MINDSET

mathematics education;perseverance;problem solving;education reform;not listed

Bifulco, Christina A.Mayes, Eric T. ;

Johns Hopkins University

关键词: mathematics education;    perseverance;    problem solving;    education reform;    not listed;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/44707/BIFULCO-DISSERTATION-2017.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

The impact of behaviors and attributes, such as perseverance, on student achievement and success in school is becoming more widely accepted. However, perseverance in students is not being developed and supported in high school mathematics classrooms. A review of the literature and a needs assessment conducted in a high school in the Northeast United States determined this lack of development was in part due to student and teachers’ beliefs of learning and mathematics. This study sought to determine if an online growth mindset intervention could be utilized within the context to alter students’ beliefs of learning and mathematics, thus increasing their academic perseverance. Ninth grade students who had traditionally underachieved in mathematics completed three 40-minute sessions through an online medium. A significant difference was seen between treatment and comparisons participants’ beliefs of mathematics after the intervention. Additional research is suggested on conducting the growth mindset intervention in a blended learning environment to increase student engagement. Findings also suggest that a consistent growth mindset message may be necessary for students to begin converting their beliefs into actions.