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

  • Valeriya Ershova HSE University
  • Iuliia Gerasimova HSE University
  • Anastasia Kapuza HSE University
Keywords: gender gap, mathematics, feedback, e-learning platform, growth mindset


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.


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How to Cite
Ershova, Valeriya, Iuliia Gerasimova, and Anastasia Kapuza. 2021. “Math Is Not for Girl? Investigating the Impact of E-Learning Platforms on the Development of Growth Mindsets in Elementary Classrooms”. Voprosy Obrazovaniya / Educational Studies Moscow, no. 3 (September), 91-113.
Theoretical and Applied Research

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