Boosting children’s math self-efficacy by enriching their growth mindsets and gender-fair beliefs

ABSTRACT

Self-efficacy is easily the most important construct for engagement and success in achievement contexts. In this article, we aim to promote a better understanding of theory-driven practices that foster students’ self-efficacy beliefs in math, especially the practices that change young learners’ mindset and gender stereotypes in math. We briefly present the self-efficacy theory first, followed by theoretical and empirical findings within the mindset and stereotype literature that are relevant to self-efficacy enhancement. Next, we introduce the core concepts and messages, embedded psychological processes, and unique design features of a recent math intervention delivered as part of regular classroom instruction, which has proven effective for enriching children’s growth mindsets and gender-fair beliefs regarding math ability.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional Resources

1. Haimovitz, K., & Dweck, C. S. (2017). The origins of children’s growth and fixed mindsets: New research and a new proposal. Child Development, 88, 1849–1859.

This review article describes the sources of children’s mindsets with a focus on the impact of socialization. According to the authors, what is being passed on to children is not the adults’ own mindsets, but rather the way teachers and parents respond to children’s achievement events. Research practices found to be effective for instilling growth mindsets in children are introduced.

2. Sun, K. L. (2019). The mindset disconnect in mathematics teaching: A qualitative analysis of classroom instruction. Journal of Mathematical Behavior, 56, 1–18.

How closely math teachers’ growth mindset and their instructional practices align with each other is examined in this qualitative investigation with classroom observations and semi-structured interviews. Specific examples of how teachers communicate mindset-related messages to students through classroom instruction are presented.

3. The Teaching and Learning Resources for Mathematics web site. https://www.youcubed.org/

This website, co-developed by Jo Boaler and colleagues at Stanford University, provides educators, parents, and students with a variety of resources for teaching and learning mathematics. It includes tasks, videos, and examples of high-quality math teaching, along with research-based ideas regarding math such as number sense, brain science, and mathematical mindset. Applications and games designed to enhance students’ math motivation and engagement can also be located.

Additional information

Funding

This article was written with support from the National Research Foundation of Korea Grant funded by the Korean Government [NRF-2017S1A5A2A03068451]; and the 2020 Korea University College of Education Grant [K2010511] awarded to Mimi Bong.