This study investigates how mathematical mindsets evolve in response to targeted pedagogical intervention, with a particular focus on disciplinary background. Drawing on data from a pre–post experimental design, we analyzed multiple dimensions of students’ mathematical mindset and achievement across distinct academic majors, also considering gender. While overall group-level changes were limited, dimension-specific improvements—particularly in attitudes toward mistakes and foundational skills—were observed. Engineering and Technology students consistently outperformed peers in all mindset dimensions, with the most pronounced gains in growth orientation and problem-solving strategies. Gender effects were comparatively minor and often embedded within disciplinary trends. Correlational and regression analyses revealed only a weak and gender-dependent link between mindset and achievement. These findings challenge the assumption of uniform mindset malleability and highlight the need for context-aware, discipline-sensitive interventions. Mathematical mindsets are not monolithic but structured and mediated by educational background, suggesting that future efforts to foster productive mindsets should be differentiated by academic context and target specific belief dimensions.
Xu et al. (2026) studied this question.