A growing body of research has suggested that mindset is one powerful predictor of students' academic achievement and that students are likely to hold self-beliefs about the malleability or stability of their academic abilities. In the domain of mathematics education, a belief in ‘math brain’ – as something you do or do not possess – is widely prevalent. Studies have shown that teachers and students are more likely to consider achievement in mathematics than achievement in other academic domains to be due to inborn ability. Most growth mindset-related research in schools is domain-general; however, given the prevalence of strong beliefs about the innateness of mathematical ability, possible idiosyncratic effects of mindset interventions in the mathematics domain may have been overlooked by research reviews and meta-analyses that do not examine domain-specific effects. The purpose of this paper is to compile and synthesise quantitative and qualitative research on interventions in mathematics classrooms that aim to change or foster teachers' and/or students' beliefs/mindset in primary and secondary schools and the reported impacts of these interventions (16 studies). The interventions in these studies were identified and sorted based on their targets (teacher-focused or student-focused), content (implicit theories of intelligence (ITI) intervention for general domains or in mathematics domain), and delivery mode (technology-based or in-contact). The results suggested most of the considered studies were quantitative and used student-focused interventions. Moreover, when ITI interventions were conducted specifically in the mathematics domain, positive results were reported, regardless of the intervention target or content or mode of delivery, whereas general ITI interventions yielded mixed results. Future studies should therefore consider the impacts of domain-specific effects and intervention targets when designing mindset interventions.

越来越多的研究表明，心态是学生学业成绩的有力预测因素，学生可能对其学术能力的可塑性或稳定性抱有自信。在数学教育领域，人们普遍相信“数学大脑”——你拥有或不拥有的东西。研究表明，与其他学术领域的成就相比，教师和学生更有可能认为数学成就是由于天生的能力。学校中大多数与成长心态相关的研究都是领域通用的。然而，鉴于人们普遍相信数学能力是与生俱来的，数学领域的思维干预可能产生的特殊影响可能被不检查特定领域影响的研究评论和荟萃分析所忽视。本文的目的是汇编和综合关于数学课堂干预措施的定量和定性研究，这些干预措施旨在改变或培养中小学教师和/或学生的信念/心态，以及这些干预措施所报告的影响（16 项研究）。这些研究中的干预措施是根据其目标（以教师为中心或以学生为中心）、内容（一般领域或数学领域的内隐智力理论（ITI）干预）和交付模式（基于技术或基于技术的）来确定和分类的。接触）。结果表明，大多数考虑的研究都是定量的，并采用以学生为中心的干预措施。此外，当专门在数学领域进行 ITI 干预时，无论干预目标、内容或实施方式如何，都会报告积极的结果，而一般 ITI 干预则产生不同的结果。因此，未来的研究在设计心态干预措施时应考虑特定领域效应和干预目标的影响。