RESUMO
This paper presents findings on research-based interventions that were employed as part of a semester-long PDSA (Plan-Do-Study-Act) cycle at Davis & Elkins College (D&E) aimed at decreasing math anxiety while increasing student achievement on high-stakes standardized assessments with a focus on growth mindset and productive struggle. Based on data from 2015-2018, the success rate of preservice elementary teachers (K-6) on the mathematics portion of the Praxis Core Academic Skills for Educators exam was approximately 30% on first attempt at D&E. Drivers of this problem of practice include the attitudes, beliefs, and mindsets of test takers. Often, students who have a history of negative experiences in mathematics suffer from a cycle of math anxiety involving a lack of confidence and avoidance of mathematics. Due to the COVID-19 pandemic, students were enrolled in online courses and the interventions included two free online courses: Stanford University's How to Learn Math: For Students and Khan Academy's Praxis Core Math. The interventions aimed to enable students to experience a more positive, productive cycle of math achievement. Results indicate that these methods were more helpful for some groups of students than for others. The characteristics of each group are noteworthy for future study. (PsycInfo Database Record (c) 2022 APA, all rights reserved)