Enhancing Learning Experience in Mathematics for Adolescents in Urban Areas

Many adolescents develop a fixed mindset that their ability to learn and do math is unchangeable, which negatively impacts their learning experience in mathematics. Students with a growth mindset believe that they can improve their math ability. This literature review examines how a growth mindset enhances learning experience in mathematics for adolescents in urban areas. A growth mindset encourages students to develop self-efficacy and a belief in mathematics, reduces math anxiety, and helps overcome stereotype threat. It can also impact students’ math achievements. This demonstrates the significance of teachers’ roles and responsibilities when implementing a growth mindset in classrooms. Teachers are recommended to teach growth mindset explicitly. Teachers need to create a classroom culture that values process and in-depth thinking over simply getting correct answers. Teachers should be provided with professional development focused on a growth mindset. This literature review demonstrates a deeper understanding of how growth mindset can improve adolescents’ learning experience in mathematics and offers practical recommendations for teachers working with adolescents in urban areas.

Keywords: growth mindset, self-efficacy, math anxiety, stereotype threats, teachers’ role