Mindset in Math Class: How Math Teachers Can Promote Future Success

The present study examines the recently developing literature around mindset in an educational setting. Theorists believe that how we think impacts how we approach situations. How individuals think about these situations can be defined as a fixed or growth mindset. The discussion includes a novel suggestion for a math classroom intervention involving asking students to journal about the intersection of their interests with mathematical concepts and outlines the results from a study testing this intervention in a local high school. The results show that this intervention may have increased mindset pertaining to general intelligence. A discussion of limitations due to small sample sizes and limited timing is also included