Two potentially impactful conceptions of mathematics and mathematics teaching, teachers’ implicit theories (i.e., mindset) toward intelligence and mathematical ability, have not been well examined in the literature. This study established baseline characteristics for these constructs across grades K‐12 teachers through a survey of background and mindset characteristics of 583 classroom teachers. Analyses regarding the uniqueness of these constructs, their proportions in the sample of teachers, and differences in mindset by subject and grade level taught are provided. Mindset regarding mathematical ability was found to be distinguished from mindset regarding general intelligence, and as a whole, teachers displayed drastically different distributions of mindset than the population, with growth‐oriented mindset characteristics for intelligence and mathematical ability greatest among elementary teachers and mathematics teachers. Additionally, teachers’ mindsets regarding these constructs appeared to be strongly oriented toward growth. Mindset constructs, which are potentially impactful to mathematical teaching practices, should be further examined in relation to effective classroom teaching, particularly at the elementary level, and differences in the distribution of these constructs by grade level taught should be further explored.

中文翻译：

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关于K-12教师数学能力的心态

关于数学和数学教学的两种潜在的有影响力的概念，即教师对智力和数学能力的内隐理论（即思维定式），尚未在文献中得到很好的研究。这项研究通过对583名课堂教师的背景和思维特征进行了调查，从而确定了跨K-12年级教师的这些结构的基线特征。提供了关于这些结构的独特性，它们在教师样本中的比例以及所教授的学科和年级水平上的心态差异的分析。人们发现，关于数学能力的思维方式与关于一般智力的思维方式是有区别的，总的来说，教师的思维方式分布与人口分布完全不同，在基础教师和数学教师中，以成长为导向的智力和数学能力思维特点最为突出。此外，教师对这些结构的心态似乎强烈地面向成长。可能会对数学教学实践产生影响的思维定式构造，应与有效的课堂教学特别是在小学阶段进行进一步的研究，并且应进一步探讨这些构造按年级水平分布的差异。