Mathematical mindsets increase student motivation: Evidence from the EEG

Abstract

Mathematical mindset theory suggests learner motivation in mathematics may be increased by opening problems using a set of recommended ideas. However, very little evidence supports this theory. We explore motivation through self-reports while learners attempt problems formulated according to mindset theory and standard problems. We also explore neural correlates of motivation and felt-affect while participants attempt the problems. Notably, we do not tell participants what mindset theory is and instead simply investigate whether mindset problems affect reported motivation levels and neural correlates of motivation in learners. We find significant increases in motivation for mindset problems compared to standard problems. We also find significant differences in brain activity in prefrontal EEG asymmetry between problems. This provides some of the first evidence that mathematical mindset theory increases motivation (even when participants are not aware of mindset theory), and that this change is reflected in brain activity of learners attempting mathematical problems.

Towards Growth-Mindset Mathematics Teaching in the Netherlands

“…Recent neuroscience studies also show the effect of changes in mindset and motivation. A small change in mathematical tasks using Boaler's mathematical mindsets approach (Boaler, 2016) resulted in a clear rise in motivation levels as shown by EEG scans of students' brains (Daly, Bourgaize, & Vernitski, 2019). If such minor adaptations can already result in measurable changes in the brain, how promising can it be to try to adjust activities more extensively according to the mathematical mindset theory and with the explanation of Dweck's mindset theory?…”

“…Ng puts more emphasis on the way neuroscience can be used to understand motivation than to measure mindset; thus, further research on the latter is needed. Daly et al (2019) have promising results as well in how neuroscience can help understand the role of changes in teaching. In their research with university science students, EEG scans show evidence that mathematical mindsets increase student motivation.…”

Improving the Students’ Creativity in Chinese Mathematics Classrooms

“…1652 Creative Education age them to be willing to exert greater effort in mathematics learning and be more dedicated to solving challenging mathematical problems. In addition, in regard to the structure of mathematical problems, teachers are suggested to present mathematical problems that have been formulated as mathematical mindset problems (MM problems; Daly et al, 2019). Compared to problems formulated in a standard way, MM problems produce a considerable increase in reported motivation levels in students via a combination of behavioral and neurophysiological measures.…”

Motivasi Internal dan Eksternal Siswa Sekolah Dasar pada Pembelajaran Matematika

“…Satu cara pasti untuk menerapkan hal ini dalam pembelajaran adalah membantu siswa untuk mencapai tujuan yang ingin dicapai dengan semangat. Masalah sebenarnya dalam memotivasi siswa saat belajar adalah menemukan nilai-nilai yang cukup kuat untuk merangsang siswa agar melakukan upaya yang efektif (Daly, Bourgaize, & Vernitski, 2019).…”

“…Penelitian-penelitian sebelumnya menunjukkan bahwa motivasi belajar berhubungan dengan persepsi siswa, harapan siswa dalam belajar, dukungan guru dan lingkungan belajar, serta adanya penghargaan dalam pembelajaran (Daly et al, 2019;Farhan & Retnawati, 2014;Gladstone, Häfner, Turci, Kneißler, & Muenks, 2018). Motivasi dalam belajar juga terkait dengan adanya pengaruh dari dalam diri dan diluar siswa.…”