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Objectives Mathematics is a representative subject that requires prerequisite knowledge due to its clear hierarchy and systematicity compared to other subjects. Accumulation of failure experiences becomes the cause of hindering achievement in cognitive as well as non-cognitive areas. This study organizes mathematics classes using concrete manipulatives to help understand abstract concepts, thereby helping cognitive learning and understanding of concepts and principles, and shows that activity classes accompanied by such cognitive achievements have positive and negative effects on mathematics learning. The goal was to examine whether non-cognitive factors such as math growth mindset, task value, task cost, and mathematical inclination were affected. Methods A total of 17 classes, which has 82 first-year middle school students participated for about 5 weeks structured program. Independent sample t-test was conducted to test the pre-homogeneity of the experimental and the control group and to see the post-results of the experimental group. Finally, in order to test the interaction effects of the time point and group, repeated measurement two-way analysis of variance(2x2 mixed-variance analysis) were performed. Results Activist math classes with specific manipulations were statistically significant to learners in terms of mathematical growth mindset, task value, and mathematical disposition. Although the task cost was not changed, the program had positive effects on the others. Conclusions The significance of this study is to reduce the fear of mathematics learning and increase academic confidence by promoting middle school students' mathematics growth mindset, task value, and mathematical propensity through various interactions of activist mathematics classes. In addition, it was confirmed that such a program could increase students' positive perception toward mathematics because the topics were applicable to real life. Based on the results, a program based on students' individual differences and subject characteristics could be developed so that they can have higher motivation and better achievement in their learning experiences.
Kim et al. (Sun,) studied this question.