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Mathematical mindsets increase student motivation: Evidence from the EEG
Ian Daly1, Jake Bourgaize2, Alexei Vernitski3
1Brain-Computer Interfacing and Neural Engineering Laboratory, School of Computer Science and Electronic Engineering, University of Essex, Colchester CO4 3SQ, UK.
Trends in Neuroscience and Education
|June 10, 2019
Summary
This study shows that math problems designed using mindset theory increase learner motivation and alter brain activity, even when learners are unaware of the theory. This offers new evidence for mindset theory's impact on math engagement.
Area of Science:
- Educational Psychology
- Neuroscience
- Cognitive Science
Background:
- Mathematical mindset theory posits that specific problem-framing can enhance learner motivation.
- Empirical evidence supporting this theory, particularly regarding neural correlates, remains limited.
- Understanding factors influencing math motivation is crucial for improving educational outcomes.
Purpose of the Study:
- To investigate the impact of mindset theory-informed mathematical problems on learner motivation.
- To explore the neural correlates of motivation and affect during problem-solving.
- To provide empirical evidence for the effectiveness of mindset theory in a learning context.
Main Methods:
- Participants completed mathematical problems framed according to mindset theory and standard problems.
- Self-report measures assessed motivation and felt-affect.
- Electroencephalography (EEG) measured neural correlates, specifically prefrontal EEG asymmetry.
- Participants were not informed about mindset theory to ensure natural responses.
Main Results:
- Mindset problems led to significantly higher self-reported motivation compared to standard problems.
- Significant differences in prefrontal EEG asymmetry were observed between the two problem types.
- These findings suggest a neural basis for the motivational effects of mindset-informed problems.
Conclusions:
- Mathematical mindset theory can enhance learner motivation, even without explicit awareness of the theory.
- Changes in motivation are reflected in distinct patterns of brain activity.
- This study provides novel evidence supporting mathematical mindset theory and its neurological underpinnings.
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