Typical middle and high school math curricula are template based, meaning the use of standardized methods to solve mathematical problems as examples on which to base other problem solving. Template based math instruction may help a student to pass tests; however, it is an insufficient way to develop mathematical thinking. Mathematicians are trained to think deeply about simple concepts. This is completely absent in template based learning. Curriculum and instruction need to engage students in the real work of the mathematician so that young people develop the dispositions necessary to think and act appropriately when they encounter ill defined problems and fuzzy situations. Costa and Kallick (2000) define a "Habit of Mind" as having a disposition toward behaving intelligently when confronted with problems, the answers to which are not immediately known. General habits such as persistence, flexible thinking, and metacognition are applicable across multiple domains and are characteristics of productive and efficacious individuals. University of Utah's Math Circle develop such habits by introducing students to ill defined and fuzzy problems that require application of high level thinking and reasoning.