Mathematical Mindset of Students: A Case of Some Selected Junior High Schools in the Bongo District

Abstract

This study focused on the mathematical mindsets of students in some selected Junior High Schools in the Bongo District of the Upper East Region, Ghana. Specifically, three research objectives were investigated; to assess the types of mathematical mindset students at the selected Junior High Schools in Bongo District possess; to examine assessment practices likely to influence students’ mathematical mindset at the selected Junior High Schools in Bongo District, and to analyze the effect of mathematical mindsets on the achievement of students in mathematics. The study used the mixed method concurrent design with a sample size of 458 students. A structured questionnaire and interview were used to gather data from respondents of the study. Both descriptive (mean and standard deviation) and inferential statistics (simple regression) were used to address the objectives in the quantitative aspect while thematic analysis was used for qualitative part of the study. The results showed that the students exhibited more of a fixed mindset than a growth mindset about mathematics. Again, the study found that the mathematics teachers use effective questioning, feedback approach and pre-solution procedures as some assessment practices in the schools and finally, it was found that mathematical mindset has a significant positive effect on participating students’ mathematical achievements. The study concluded that approaches aimed at promoting growth mindset of students should be included in every aspect of classroom practice, calling for a change in many mathematics norms at the basic level.