Pyper, J. S. (2018). Mathematical mindsets. In A. Kajander, E. Chernoff, &� J. Holm (Eds.), Teaching and learning secondary school mathematics: Canadian perspectives in an international context (pp. 165-177).� Springer: Advanced in Mathematics Education (AiME).
The purpose of this chapter is to invite pre-service teachers to think more broadly, and more closely, at what knowing mathematics could be, and about mathematical mindsets and mathematical habits of mind. A mindset is a way of thinking, or a way of organizing your thoughts into a coherent manner. In the secondary school classroom, mathematical thinking is present in the teachers� lessons, and is the desired student outcome. While describing and explaining what makes up one�s mathematical thinking may be challenging, it is necessary in the process of the teaching and learning of mathematics. What does it mean to know mathematics, and what underlies mathematical thinking? This chapter provides examples of what it might mean to know mathematics, and explores mathematical mindsets and how knowing mathematics can be supported by mathematical habits of mind.