The University of Washington conducted a recent study that demonstrates a correlation between students’ math “self-concept” (how strongly they think math “is” or “isn’t” for them) and their standardized math test scores. Students who identified with math outperformed those who did not. Furthermore, the study tested out some of the psychological effects of the stereotype that boys are better at math than girls. When girls believed that, they did not do as well on their math test because they didn’t consider themselves to be “math people.”
The researchers want to use these findings to help learn how we can best promote children’s math self-concepts.
McElroy, Molly. “Math and me: Children who identify with math get higher scores.” Institute for Learning and Brain Sciences. UW Today, 30 Sept. 2015. Web. 1 Oct. 2015.