This paper explores and describes learners’ mindsets and their influence on mathematics learning. I draw on Dweck’s mindsets theories and Illeris’ social learning theory to understand learners’ mindsets and their relations to the learning of mathematics. A qualitative research method was employed, and data was collected from one High School in Gauteng Province, South Africa. An in-depth interview of ten learners was conducted. The interview covers a range of questions relating to mindsets and mathematical learning. A discursive analysis was used to analyze learners’ interviews. The findings of the study reveal that high achievers in mathematics learning demonstrate growth mindsets within the three dimensions of learning, and low achievers demonstrate fixed mindsets within the cognitive and emotional dimensions, and growth mindset within the social dimension. It is therefore concluded that mindsets are socially constructed and have an influence on the learners’ achievements in mathematics. Based on this finding, for effective learning of subjects like mathematics, there is a strong need for interventions to support learners’ development of growth mindsets, particularly within the cognitive and emotional dimensions of learning.
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