Math Is Not for Girl? Investigating the Impact of e-Learning Platforms on the Development of Growth Mindsets in Elementary Classrooms

Valeria Ershova, Master’s Student, Institute of Education, National Research University Higher School of Economics. E-mail: vsershova@edu.hse.ru Iuliia Gerasimova, Research Intern, International Laboratory for Evaluation of Practices and Innovations in Education, Institute of Education, National Research University Higher School of Economics. E-mail: ygerasimova@hse.ru (corresponding author) Anastasia Kapuza, Research Fellow, International Laboratory for Evaluation of Practices and Innovations in Education, Institute of Education, National Research University Higher School of Economics. E-mail: akapuza@hse.ru Address: Bld. 10, 16 Potapovsky Ln, 101000 Moscow, Russian Federation. Science, technology, engineering and mathematics (STEM) education research indicates a gender gap in how students perceive their mathematical ability. Even when there are no gender disparities in math achievement, girls tend to have lower expectations of success and lower self-reported proficiency in the subject than boys. Empirical findings show that development of growth mindset could bridge the gender gap in students’ perceptions of their mathematical ability and enhance girls’ interest in math. Formative feedback is one of the possible tools to foster the development of growth mindsets. This study investigates the impact of an e-learning platform with automated feedback on the development of growth mindsets in elementary school children. Empirical data was collected during an experiment which involved 6,300 third grade students from 343 regional schools in Russia. Statistically significant differences were revealed between students in the control group and those who used the e-learning platform (experimental group). However, the effects of using the platform were significantly lower for girls than boys. The results obtained in this study point to the great potential of e-learning platforms with instant feedback in fostering growth mindsets in mathematics among elementary school children. Furthermore, it appears vital to integrate tailored feedback for boys and girls to mitigate gender differences in school math education.