A Mathematical Mindset Scale using the positive norms.

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  • Author(s): Im, Seongah (AUTHOR); Park, Hye‐Jin (AUTHOR)
  • Source:
    Psychology in the Schools. Aug2023, Vol. 60 Issue 8, p2901-2918. 18p. 3 Diagrams, 5 Charts, 2 Graphs.
  • Additional Information
    • Subject Terms:
      MATURATION (Psychology); ITEM response theory; MATH anxiety; MIDDLE school students
    • Abstract:
      Growth mindset in mathematics is an approach to teaching mathematics, believing that students' abilities can be developed with efforts, strategies, and support. With a sample of 178 middle school students, this study proposed a scale for mathematical mindset utilizing Boaler's positive norms in teaching mathematics and collected evidence for initial validation. The scale was unidimensional and reliable. Specifically, it was highly reliable for middle to low mathematical mindset levels. However, measurement precision was not as desirable in assessing high‐level mathematical mindset. The convergent and discriminant evidence was established in relation to growth mindset, math anxiety, and math engagement. Item response theory analysis showed that the response categories properly gauged different levels of mathematical mindset. In sum, the results supported the scale to be a psychometrically sound measure of mathematical mindset. Implications for future studies and proper use of the scale were further discussed. Practitioner points: The mathematical mindset items originated from the positive norms and rules viewing mathematics as a subject of growth.The scale was psychometrically sound and proven to measure a math‐specific feature distinctive from the general growth mindset.The scale was recommended for adolescents and revealed higher precision in assessing middle to low mathematical mindset levels. [ABSTRACT FROM AUTHOR]
    • Abstract:
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