Fostering a growth mindset in secondary mathematics classrooms in the Netherlands

Abstract

ABSTRACT In a search for tools to support students to change towards growth mindsets, interventions were implemented by 17 teachers and their 512 students in 21 classes in 10 different secondary schools. The interventions consisted of classroom material explaining the theory of neuroplasticity and mindset to students, specific teaching methods, and student activities. Data were collected through a mindset questionnaire for students, interviews with students and teachers, and lesson observations. The change in average mindset scores of students showed a tendency to a more growth mindset after the interventions. More importantly, in the interviews and questionnaires right after the interventions, students and teachers indicated that their attitudes in the classroom with respect to mathematics changed, as became clear by their language use and their working with more trust and care. These findings indicate the importance of fostering growth mindsets to make mathematics accessible for all students.