As the popularity of growth and fixed mindset in education grows, there is an increasing need to investigate how mindset is actually portrayed in the classroom, especially from the students' perspectives. This dissertation proposal aims to build upon the research conducted in the previous phase of the study. The research component study revealed a connection between the mindset expressed through verbalizations by a second-grade teacher and the verbalizations of the students. It also highlighted the discrepancy between a teacher's words and their actions, such as instances where a teacher used growth mindset phrases while implementing fixed practices. In contrast to the previous study that focused on one second-grade teacher, this dissertation sought to explore how the mindsets (fixed/growth) of four elementary math teachers became apparent through their teaching practices, discourse, and how their students perceived the teachers' mindset in whole class and group settings, along with the implementation of a 3- Act math task. The participants were two second-grade teachers and two fourth grade teachers and their 89 students that attended a rural, high poverty, public elementary school in the southeastern United States. The study adopted a concurrent nested mixed-methods approach, utilizing both quantitative and qualitative methodologies. The quantitative aspect of this study involved the use of a mindset questionnaire to teachers, which they completed to determine whether they possess a predominantly growth or fixed mindset. Their students also filled out the same questionnaire at the end of the school year about their teacher to see what the students' perceptions were of their teachers' mindset and how their perceptions related to the teacher's personal mindset. The qualitative aspect of this study was to observe teachers and students in their natural settings, which also included teacher interviews, field notes, and video recorded classroom conversations. Prior to classroom observations, semi-structured interviews were conducted with each of the four teachers. These interviews aimed to gather deeper insights into their mindset beliefs and general teaching practices as reported by the teachers themselves. Three observations per teacher were conducted, encompassing both whole group and small group instruction, as well as the implementation of a 3-Act task. The first two observations were scheduled within two weeks of each other, while the third observation was scheduled six months later, allowing for an exploration of the long-term dynamics between the students and their teacher after a full year of learning together. The data analysis process involved several steps to ensure a thorough and comprehensive examination of the collected information. The mindset scores of the participants were calculated based on the rubric provided within the questionnaires. The qualitative data analysis employed a multifaceted approach encompassing content analysis, discourse analysis, and comparative analysis to gain deeper insights into the data. Content analysis was used to analyze interview transcripts, classroom observation transcripts, and other qualitative data sources. This approach involved systematic coding and categorization based on predefined criteria, such as identifying growth mindset language, fixed mindset practices, or instances of student empowerment. The Student Teacher Mindset codes developed by de Ruiter et al. (2020) were applied to analyze teacher and student discourse in the transcripts of the observations. Additionally, the Math for Teaching Mathematics Framework by Sun (2015) was used to analyze the teacher practices evident in the three observations, as well as those discussed in the interviews. This analysis served as a tool to quantitatively identify and categorize recurring themes and patterns related to teacher mindset and teaching practices. Discourse analysis was also conducted to examine the language and communication patterns within the classroom, such as instances of growth or fixed mindset language, teacher-student exchanges related to effort, intelligence, or learning strategies, and the overall tone and framing of discussions. By analyzing the recorded classroom discourse and interactions between the teacher and students, this approach aimed to reveal cases of how teacher mindset is manifested through language and communication. Furthermore, an intra-teacher analysis was undertaken across three distinct instructional contexts, complemented by a comparative analysis that juxtaposes classroom observations from four different teachers. This comparative approach aimed to discern and juxtapose the data derived from diverse teachers. This analysis delved into commonalities and disparities in mindset beliefs, teaching methodologies, and student viewpoints across the various teachers and their instructional environments. By scrutinizing fluctuations in the manifestation of mindset, instructional tactics, and pedagogical methods, this analysis provided a comprehensive understanding of the intricate dynamics at play within each teacher's classroom. This study's findings illuminate the profound ways that a change of task can change the dynamic of a classroom. Verbalizations of teachers often matched their mindset in self-created tasks, but became more growth based with the implementation of the 3-Act task. Verbalizations did not always match math practices. Often math practices reflected less growth mindset than the verbalizations of the same lesson, because teachers spent a lot of time explaining strategies without providing students with opportunities to explore with mathematics. There was a coordinating relationship between a teacher's verbalization mindset and the mindset reflected back by the student. However, this mimicking of the teacher's mindset only occurred with the question the teacher asked, not necessarily the mindset she was portraying throughout a majority of the lesson. Between the three settings -- whole group, small group, interactive task, the change that made the biggest difference in reducing the amount of fixed verbalizations and practices to growth was changing the task to a dramatized mathematics investigation. Students participating in this brief, perplexing mathematical story full of discussion about what they noticed and wondered improved teachers' and students' mindset more than the whole or small group setting differences. This dissertation study contributes to our understanding of how growth or fixed mindsets are portrayed in elementary mathematics classrooms. The findings have important implications for educators, policymakers, and researchers interested in improving student outcomes by increasing student mindset through the discourse and teaching practices that occur in elementary mathematics classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]