Abstract
AbstractMindsets have been shown to greatly influence individuals’ efforts and subsequent success in the endeavors they attempt. This is particularly true of mathematical endeavors where mindset impacts the ways in which individuals approach and persevere in learning. This exploratory study investigated the mathematical mindsets held by 242 prospective teachers in undergraduate mathematics content courses for PreK‐8 teachers as well as examined the relationships between mindset, depth of learning, challenge seeking choices, and course grades. A strong predictive nature was found to exist among these variables. Recommendations are identified for future research to investigate prospective teachers’ mindsets and depth of learning.
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