Information processing styles play a crucial role in mathematics teachers' problem-solving skills, as they directly impact their ability to teach effectively and address educational challenges. A precise understanding of these styles can enhance teaching methods and improve students' problem-solving skills, necessitating the development of a localized model. This article aims to formulate a model of philosophical mindset and mindfulness and examine their effects on information processing styles in mathematics teachers' problem-solving abilities. Developing this model requires an in-depth analysis to assess how philosophical beliefs, attention quality, and focus relate to problem-solving approaches. The study employs a mixed-methods approach (qualitative and quantitative) to explore, describe, interpret, and explain the research topic. Initially, qualitative interviews were conducted to identify model components. The research population comprises experts from the education departments of Districts 1, 2, and 3 in Tehran, who participated in interviews and completed a structured interpretive questionnaire. Data were analyzed using MAXQDA and ISM software. The results indicate that philosophical mindset, mindfulness, and their components significantly impact mathematics teachers' information processing styles in problem-solving. Based on these findings, practical recommendations are provided.