Learning Strategies for MATH Growth Mindset, Self-Regulation and Performance

This study examines the effectiveness of integrating learning-strategy instruction within the content of gate-keeper math courses in fostering a math growth mindset and self-regulated learning (SRL) in underrepresented minority students and its implications on students’ performance. We propose and explore innovative ways to seamlessly integrate evidence-based cognitive, metacognitive, and management learning strategies within the course via the presentation of course material, class discussions, and assignments. Our conceptual framework provides a model for understanding the interrelationships between four constructs: learning strategies, math mindset, SRL, and performance while accounting for the students’ racial, gender, and math identities.