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Mathematics teachers across the Western world are faced with an expectation that they make significant change to their teaching, but repeated attempts have shown little embedded success. This paper draws on a longitudinal study of two apparently well-placed English mathematics departments attempting to make change aligned with both policy and internationally-valued ‘good practice’. It suggests deep teacher change draws on a wide range of both social and affective characteristics, as well as sophisticated professional skills and knowledge. The study supports a construct of ‘(mathematics) teacher capacity for change’ at both individual and group levels within teachers’ ‘personal domains’, synthesising the range of characteristics apparently needed by teachers in times of change. In particular, it argues for the development of dispositions for collaborative learning and of other learning-supportive affects. Such an approach has the potential to place teachers in a better position to respond to demanding aspirations. [ABSTRACT FROM PUBLISHER]

Mindsets 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. [ABSTRACT FROM AUTHOR]