Browsing by Subject "lyhyt matematiikka"

The purpose of this study was to investigate how Finnish high school students studying in different mathematics tracks (i.e. intermediate, advanced pro-longed advanced mathematics) differ with respect to mindsets. In addition, gender differences in mindsets and the associations between mindsets and grades were examined. This research was based on the Carol Dweck's theory of growth mindset, which concludes that people consider basic features such as intelligence, either as evolving (growth minset) or permanent (fixed mindset). In the US Growth mindset has been seen increasing the likeability that students choose more challenging high school courses. A questionnaire measuring growth mindset in mathematics was sent to pupils. 238 first-year high school students responded to the survey. Group differences in mindsets were examined by using analysis of variance, gender differences were investigated by conducting t-tests, and associations between mindsets and grades were explored by means of correlations. When interpreting the results, it should be noted that the group differences were statistically significant, yet rather small. The students of the intermediate mathematics track had the weakest growth mindset, followed by the students of the advanced mathematics track, while the students of the pro-longed advanced mathematics track reported the strongest growth mindset. This study also found that boys and the students who have better grades in mathematics seem to have a somewhat stronger growth mindset. In the future, it would be important to look more closely at causal relationships and to examine the impact of social context and how it affects students’ mindsets. Special attention should be paid to supporting the growth mindset of girls and students with lower grades in mathematics.