Relationships between Mindsets and Attitudes toward Mathematics among Pre-Service Mathematics Teachers in Kaduna State, Nigeria

Abstract

This study examined the relationships among fixed and growth mindsets with pre-service mathematics teachers’ attitudes toward mathematics in Kaduna State, Nigeria. Specifically, it investigated how these mindsets relate to enjoyment and perceived value of mathematics and whether these relationships differ by sex. A cross-sectional survey design was employed involving 204 pre-service mathematics teachers (121 males and 83 females). Data were collected using the Revised Implicit Theories of Intelligence and the Attitudes Toward Mathematics Inventory – Short Form, both of which demonstrated acceptable validity and reliability (omega coefficient, ω = .641– .887). Pearson’s correlation analyses revealed that growth mindset was moderately and positively related to enjoyment (r = .368, p < .001, R² = .135) and overall attitudes toward mathematics (r = .484, p < .001, R² = .235), whereas fixed mindset showed very weak and non-significant relationships with enjoyment (r = –.129, p = .065, R² = .017) and perceived value (r = –.036, p = .611, R² = .001). A one-way MANOVA indicated no significant differences between male and female participants on fixed mindset, growth mindset, enjoyment, or attitudes toward mathematics (Pillai’s Trace = 0.023, F(4, 199) = 1.183, p = .320, partial η² = 0.023). These findings suggest that fostering a growth mindset is essential for enhancing pre-service teachers’ engagement with mathematics. It is recommended that teacher education programs incorporate activities that promote a growth mindset and positive attitudes, providing meaningful, enjoyable, and relevant mathematics experiences.