Students’ Perceptions of Growth and Fixed Mindsets: An Investigation in a Corequisite STEM Mathematics Course

Introduction

Students’ perceptions of growth and fixed mindsets: an investigation in a corequisite stem mathematics course. Explore students' perceptions of growth and fixed mindsets within a corequisite STEM mathematics course. Understand mindset impact on learning in higher education.

Abstract

Review

The title, "Students’ Perceptions of Growth and Fixed Mindsets: An Investigation in a Corequisite STEM Mathematics Course," immediately highlights a highly relevant and timely topic in educational research. The study, as inferred from the title and the prompt's indication of an abstract (even if not provided), appears to delve into how students themselves understand and interpret the concepts of growth and fixed mindsets within a specific, high-stakes academic context. This focus on student perceptions, rather than just objective measurement of mindset, promises to offer a nuanced understanding of how these powerful psychological frameworks manifest and are comprehended by learners in foundational STEM courses. The choice of a corequisite STEM mathematics course as the setting for this investigation is particularly significant. These courses are often challenging, designed to accelerate students while bridging skill gaps, and success heavily relies on student motivation, resilience, and self-belief. Understanding how students in these environments perceive growth and fixed mindsets can provide crucial insights into their learning strategies, responses to challenges, and overall engagement. Such research holds strong potential to inform pedagogical practices, curriculum design, and the development of support systems that genuinely resonate with students' own conceptualizations of learning and intelligence. While the full abstract and methodology are not available for review, a comprehensive paper stemming from this title would ideally detail the specific instruments or qualitative methods used to capture these perceptions, the demographic characteristics of the student participants, and the explicit implications for practice. Key questions the research would need to address include: How do students define these mindsets in their own words? What factors do they believe contribute to holding a particular mindset? And most importantly, how do these perceptions influence their learning behaviors and academic outcomes within the corequisite model? Addressing these points would allow the study to make a valuable contribution to both mindset theory and the practical improvement of STEM education.

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