About this srcd poster session

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Panel information
Panel 8. Education, Schooling

Abstract

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Having a positive attitude towards mathematics is proposed to be important for performing well in mathematics (Schweinle, Meyer & Turner, 2006; Wakhata, Balimuttajjo & Mutarutinyam 2024). In particular, math anxiety predicts later math achievement since childhood, even when controlling for key foundational math skills (Pantoja et al., 2020). Additionally, motivational frameworks such as growth mindset (believing that ability is malleable–versus fixed–and focusing on mastery–versus performance) are related to math anxiety (Gunderson et al., 2017) and are good predictors of academic outcomes (Dweck & Leggett, 1988). Studies have found evidence that growth-mindset interventions with teenagers can shift their attitudes towards learning and are related to higher performance in mathematics (Blackwell et al., 2007). However, little is known about the efficacy of this type of interventions with younger children. Given that math anxiety increases throughout the school years, early interventions may be more effective in preventing the development of negative math attitudes (Ramirez et al., 2018).

Only one study has found that promoting a growth mindset in elementary school improves children’s math attitudes (Lee et al., 2021). This study was conducted in one school in Korea, and in a closely controlled environment with people from the research team conducting the program. Thus, it is an open question whether promoting a growth mindset in a less controlled, more scalable context is effective in reducing math anxiety. In the current study, 347 students from 12 schools in Spain completed a test measuring math anxiety (mAMAS; Hopko et al., 2003), motivation (adapted from Ersoy, E., & Oksuz, C., 2015) and growth mindset (adapted from Gunderson et al., 2013). Half of the students then participated in a 5-session growth mindset program led by their teachers, who received a brief 1h training. The sessions were designed by a multidisciplinary team including cognitive psychologists, education specialists and elementary school teachers. The other half of participants followed their typical instruction (business-as-usual). At the end of the intervention period, participants from both groups completed the same math attitudes test. The analysis found that the intervention was successful in reducing math anxiety to tests (t(1,340) = 3.08, p = .004), as compared to the control group. However, no improvements in growth mindset nor motivation were observed (all p > 0.05). Additionally, no interaction was found between the intervention group and gender, suggesting that the intervention was similarly impactful for girls and boys. We conclude that the program was effective in reducing math anxiety to tests, but it is still an open question what were the mechanisms that led to these changes in students and how to reduce the gender-gaps in math anxiety. According to teachers’ interviews, one possible benefit of the intervention was changing how infants perceived errors, with a more positive attitude towards them. We discuss potential mechanisms and limitations of the study, such as a low robustness of the growth mindset questionnaire.

Author information

Author	Role
Marc Colomer, Innovamat Education	Presenting author
Eudald Correig, Universitat Rovira Virgili	Non-presenting author
Paula Muñoz, Innovamat Education	Non-presenting author
Marta Herranz, Innovamat Education	Non-presenting author

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