Abstract
This study reports on the impact of a ‘massive, open, online course’ (MOOC) designed to change students’ ideas about mathematics and their own potential and improve their mathematics achievement. Many students hold damaging fixed mindsets, believing that their intelligence is unchangeable. When students shift to a growth mindset (believing that their intelligence is malleable), their achievement increases. This study of a MOOC intervention differs from previous mindset research in three ways (1) the intervention was delivered through a free online course with the advantage of being scalable nationwide (2) the intervention infused mindset messages into mathematics, specifically targeting students’ beliefs about mathematics (3) the research was conducted with a teacher randomized controlled design to estimate its effects. Results show that the experimental group who took the MOOC reported more positive beliefs about math, engaged more deeply in math in class, and achieved at significantly higher levels on standardized mathematics assessments.
Highlights
There are a number of damaging and pervasive myths about mathematics learning in the US that are believed by millions of school children, their parents and their teachers
This study examines the impact of a “massive open online course” (MOOC) for students centered on changing these ideas and teaching students how to learn mathematics well
Using Ordinary Least Squares (OLS) regression controlling for baseline differences (gender, ethnicity, free and reduced lunch status, English language learner (ELL) status, and special education status) we tested for the effects of the intervention
Summary
There are a number of damaging and pervasive myths about mathematics learning in the US that are believed by millions of school children, their parents and their teachers. These different myths hold students back on a daily basis and reduce their learning and achievement significantly (Boaler, 2016). Research on mindset showing that when people change their ideas about the malleability of their potential, from “fixed” (my ability is not changeable) to “growth” (my ability changes as I learn) their learning and achievement improves (Dweck, 2006). This study examines the impact of a “massive open online course” (MOOC) for students centered on changing these ideas and teaching students how to learn mathematics well
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