Date

Spring 2017

Document Type

Master's Thesis (Open Access)

Degree Name

Master of Arts (M.A.)

Department

Teacher Education

Abstract

Increasing mathematical skills in third graders is essential, as 55% of third graders in California tested below proficient in math on the standardized statewide test. Studies have shown that students with a growth mindset perform better in math. In this study, the hypothesis was that third-grade students who had been taught to have a growth mindset would perform better on math tests. This quantitative quasi-experimental study attempted to explicitly teach a growth mindset to third graders through ClassDojo lessons to replace a fixed mindset with a growth mindset. The sample was 42 third grade students, of which 24 students received a sevenweek mindset intervention in addition to regular math instruction and 18 students received regular math instruction. Independent (control and treatment groups) and paired (pretest and posttest) sample t-tests were conducted to determine the significant difference in mathematical performance on Eureka Math Curriculum, Grade 3 Mathematics Module 5: Fractions as Numbers on the Number Line Test and change in mindset on Implicit Theories of Intelligence Scale for Children. The study only partially confirmed the hypothesis, as the treatment group did not significantly change their mindset and the control group and treatment group did not have significantly different math test scores.

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