CORRECTION article
Front. Educ.
Sec. STEM Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1668366
Correction: The Transformative Impact of a Mathematical Mindset Experience Taught at Scale
Provisionally accepted
Jo Boaler1
Jack A Dieckmann1*
Tanya LaMar1
Miriam Leshin1
Megan Selbach-Allen1
Graciela Ines Perez-Nunez2- 1Stanford University, Stanford, United States
- 2Inter-American Development Bank, Washington, DC, United States
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Correction on: Boaler, J., Dieckmann, J. A., LaMar, T., Leshin, M., Selbach-Allen, M., & Pérez-Núñez, G. (2021, December). The transformative impact of a mathematical mindset experience taught at scale. In Frontiers in Education (Vol. 6,p. 784393). Frontiers Media SA. In the published article, Table 2 Camp Implementation Characteristics, by District contained errors due to a data copy-pasting issue. Data for one eligible district was omitted, while data from an ineligible district was inadvertently included. As a result, district labels 1 through 9 should each be increased by one (e.g., District 1 is actually District 2). The correct data for District 1 should be added, and the Data for district 10 (the ineligible district) should be removed. The corrected Table 2 Camp Implementation Characteristics, by District and its caption appear below. As stated in the previous section, in the published article, there was an error with Table 2. With Table 2 updated, we have recalculated one r value and significance level.A correction has been made to the MARS Results section, Paragraph 2. These two sentences previously stated:"These showed moderate, positive correlations in the total number of days of camp duration (r = 0.65) and total number of hours (r = 0.58) each site devoted to the youcubed camp approach.""The correlation with total days is statistically significant at the 0.05 level."The two corrected sentences appear below:"These showed moderate, positive correlations in the total number of days of camp duration (r = 0.55) and total number of hours (r = 0.58) each site devoted to the youcubed camp approach.""The correlations, both significant at the 0.10 level, are evidence of the relationships trending in the right direction."The authors apologize for this error and state that the error does not change the main conclusion of the paper that the Summer Math Camp consistently showed a positive impact on math achievement and supports the conclusion that the amount of instruction time likely plays a role in moderating the strength of the effect. The original article has been updated.
Keywords: mindset, Mathematics, Teaching, Learning, beliefs, student math Learning, student math Achievement
Received: 17 Jul 2025; Accepted: 21 Jul 2025.
Copyright: © 2025 Boaler, Dieckmann, LaMar, Leshin, Selbach-Allen and Perez-Nunez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jack A Dieckmann, Stanford University, Stanford, United States
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