Description:
Students' belief that abilities are unchangeable (fixed mindset) can hamper learning. Teachers should thus be able to recognize such problematic beliefs. We explored whether teachers' skills to notice students' fixed mindset were related to teachers' knowledge about learners' beliefs, teachers' mindset, and their experience. Our sample included pre-service and in-service mathematics teachers (N ¼ 112). Noticing (i.e., attending and interpreting) was measured with text scenarios. Results indicate that knowledge supported noticing, especially interpreting, whereas teachers’ growth mindset was unrelated to noticing. Experience was associated with less declarative knowledge and, in turn, with less noticing.