Introduction: It has been suggested that students with growth mindsets are more likely to achieve better mathematics learning results than their counterparts with fixed mindsets. However, inconsistent and some even contradictory results have been reported in recent studies which examined the associations between growth mindset and mathematics achievements, suggesting the complexity regarding the effects of growth mindset on academic achievements.Methods: This study aims to examine students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements in one model to capture the sophisticated functioning processes of growth mindset. A total number of 266 middle school students in China participated in this study. Students' mindset and related variables (i.e.,motivations to learn mathematics, attributions of failure in mathematics, mathematics anxiety, mathematics self-efficacy) were measured at year 7, the first year of junior middle school in China. These students' mathematics learning outcomes were tracked from year 7 to year 9, the end of junior middle school. Structural equation modeling (SEM) was used to investigate the relations among students' growth mindsets, failure attributions, intrinsic motivation, mathematics self-efficacy, mathematics anxiety and mathematics achievements.Results: The results show that: (1) growth mindset doesn't directly predict mathematics achievements; (2) growth mindset indirectly influences mathematics achievements through intrinsic motivation; (3) failure attributions and mathematics self-efficacy sequentially mediate the association between growth mindset mathematics achievements; (4) failure attributions and mathematics anxiety sequentially mediate the relationship between growth mindset mathematics achievements.Discussion: The results of this study contribute a better understanding about how growth mindsets make impacts on middle school students' mathematics achievements. These findings have important implications for mathematics education in that we could not simply cultivate students' growth mindset in schools with expectations of higher mathematics learning outcomes. Instead, along with the growth mindset intervention, it is fundamental to make interventions on students' intrinsic motivation, failure attribution, mathematics self-efficacy, and mathematics anxiety in mathematics teaching and learning.

This study examined teacher questioning practices over a sequence of consecutive lessons in China. Based on the IRF (initiation–response–follow-up) framework, a comprehensive coding system was developed to analyze what kinds of verbal questions were initiated by the teachers to elicit mathematical information and in what ways the teachers made use of students’ verbal contributions. This study finds that all participating teachers’ questioning practices showed both variations and consistencies over the lesson sequence. It is argued that the act of asking questions in classroom interaction not only includes the teachers’ conscious planning so as to accomplish pedagogical goals, but also involves the teachers’ unconscious routine in how to build up on students’ thinking.

During the last decades, curriculum reform has been implemented in mainland China to emphasize classroom interaction in mathematics teaching and learning. The intention to create more chances for classroom interaction in large-size classrooms has led to the introduction of self-learning guide...

Jiang, Zhang, Jiang et al. compare how pre-service and in-service mathematics teachers understand mathematics problem solving and its teaching. They reported that pre-service mathematics teachers with postgraduate degrees did not understand mathematics problem solving significantly different from in-service mathematics teachers. They discussed the impacts of postgraduate education, teaching experiences and in-service professional development on the knowledge of mathematics problem solving as well as its teaching. Wang L. et al. use structural equation modeling to examine how organizational support and job crafting contribute to the occupational wellbeing of the new mathematics teachers in primary and junior high schools. They found that organizational support, job crafting and basic psychological needs have prominent and positive effects on the occupational wellbeing. In addition, there exists a mediating effect of basic psychological needs with organizational support, job crafting, and the teacher wellbeing. Wang G. et al. investigate secondary school mathematics teachers' autonomous learning capacity from four sub-dimensions: (1) development of study plans, (2) proficiency in using learning methods, (3) learning habit formation, and (4) evaluation of learning outcomes. They reported that secondary school mathematics teachers' overall autonomous learning capacity or the sub-dimensions vary significantly according to teachers' gender, age, years of teaching experience, educational stage, and location (i.e., rural or township). However, teachers with higher qualifications (e.g., doctoral degrees) and job titles (e.g., senior teachers) did not show better autonomous learning capacity than other teachers. .