Exploring mathematical mindset in question design: Boaler's taxonomy applied to university mathematics

Abstract

CONTEXT Dropout from engineering studies at tertiary level remains a persistent global problem. The social psychology theory of mindset explains how behaviour necessary for successful engagement with challenging academic content can be derailed by beliefs about intelligence as fixed-at-birth rather than growth mindset beliefs that intelligence can always be further developed. Given the complexity of research involving humans and the early stage of mindset research in tertiary settings, it is not surprising that the results of a recent systematic literature review on growth mindset interventions in engineering education did not identify a leading intervention. However, the review suggested that growth mindset interventions should address the broader education context and not only individual students. PURPOSE OR GOAL Of all subjects, mathematics is one where fixed mindset beliefs are more frequently seen in the general population. High performing students may be at risk from the negative effects of a fixed mindset when they encounter new challenges at university. This research explores the potential of creating growth or fixed mindsets through the words used in mathematics questions. Examples from mathematics assessment tasks will be analysed to see how they align with mindset principles described in a taxonomy by Boaler (2015). APPROACH OR METHODOLOGY/METHODS A modified version of the Delphi Technique was used to reach consensus on the applicability of Boaler's taxonomy to undergraduate mathematics courses. Questions from past assessments from first-year mathematics courses were compiled, based on their potential to match the categories in Boaler's taxonomy. In six meetings over three months, all three authors discussed and classified the selected questions into the categories from Boaler's taxonomy. Where questions did not fit, modifications were brainstormed to see if modified questions could align with one or more categories from the taxonomy. ACTUAL OR ANTICIPATED OUTCOMES Examples matching all categories of Boaler's taxonomy are presented and contrasted with non-examples on the same mathematics topics. CONCLUSIONS/RECOMMENDATIONS/SUMMARY Boaler's taxonomy can guide the design of mathematics questions so that they can also reinforce growth mindset beliefs. Utilising Boaler's taxonomy in addition to the well-established Bloom's taxonomy to guide question setting may increase the possibility of promoting growth mindset. Multiple directions for future research are described.