Skip to main content

Advertisement

SpringerLink
Log in

Learning environment, self-efficacy for teaching mathematics, and beliefs about mathematics

  • Original Paper
  • Published:
Learning Environments Research Aims and scope Submit manuscript

Abstract

Learning environment research has a long history of significant relationships between the learning environment and student outcomes. This study investigated relationships between the learning environments of mathematics courses in a teacher education program and two outcomes, mathematics teaching self-efficacy and beliefs about mathematics. These two outcomes have been repeatedly shown to influence the future teaching practices of preservice teachers but, to date, their relationships with learning environment have been investigated neither with preservice teachers nor at all in the United Arab Emirates or wider Gulf region. The learning environment was found to be significantly related to preservice teachers’ mathematics teaching self-efficacy and beliefs about mathematics. Learning environments perceived more favourably by preservice teachers were associated with higher self-efficacy for teaching mathematics, but also with more-traditional beliefs, making these findings important for higher education institutes and teacher educators.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • ADEC. (2013). Science curriculum teacher guidebook. Abu Dhabi: Abu Dhabi Educational Council.

    Google Scholar 

  • Afari, E., Aldridge, J. M., & Fraser, B. J. (2012). Effectiveness of using games in tertiary-level mathematics classrooms. International Journal of Science and Mathematics Education, 10(6), 1369–1392. https://doi.org/10.1007/s10763-012-9340-5.

    Article  Google Scholar 

  • Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131–150. https://doi.org/10.1007/s10984-012-9122-6.

    Article  Google Scholar 

  • Akinsola, M. K. (2014). Assessing pre-service teachers’ teaching anxiety. American Journal of Educational Research, 2(12A), 41–44.

    Article  Google Scholar 

  • Aksu, M., Demir, C. E., & Sumer, Z. H. (2002). Students’ beliefs about mathematic: A descriptive study. Education and Science, 27(123), 72–77.

    Google Scholar 

  • Aldridge, J. M., Fraser, B. J., & Huang, T.-C. I. (1999). Investigating classroom environments in Taiwan and Australia with multiple research methods. The Journal of Educational Research, 93(1), 48–62. https://doi.org/10.1080/00220679909597628.

    Article  Google Scholar 

  • Allinder, R. M. (1994). The relationship between efficacy and the instructional practices of special education teachers and consultants. Teacher Education and Special Education, 17(2), 86–95. https://doi.org/10.1177/088840649401700203.

    Article  Google Scholar 

  • Ambrose, R., Clement, L., Philipp, R., & Chauvot, J. (2004). Assessing prospective elementary school teachers’ beliefs about mathematics and mathematics learning: Rationale and development of a constructed-response-format beliefs survey. School Science and Mathematics, 104(2), 56–69.

    Article  Google Scholar 

  • Anderman, E. M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94(4), 795–809. https://doi.org/10.1037//0022-0663.94.4.795.

    Article  Google Scholar 

  • Aslan, D., Oğul, I. G., & Taş, I. (2013). The impacts of preschool teachers’ mathematics anxiety and beliefs on children’s mathematics achievement. International Journal of Humanities and Social Science Invention, 2(7), 45–49.

    Google Scholar 

  • Austin, S., Wadlington, E., & Bitner, J. (1992). Effect of beliefs about mathematics on math anxiety and math self-concept in elementary teachers. Education, 112(3), 390–395.

    Google Scholar 

  • Badri, M., & Khaili, M. A. (2014). Migration of P–12 education from its current state to one of high quality: The aspirations of Abu Dhabi. Policy Futures in Education, 12(2), 200–220. https://doi.org/10.2304/pfie.2014.12.2.200.

    Article  Google Scholar 

  • Ball, D. L. (1990). The mathematical understandings that prospective teachers bring to teacher education. The Elementary School Journal, 90(4), 449–466. https://doi.org/10.1086/461626.

    Article  Google Scholar 

  • Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191.

    Article  Google Scholar 

  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman.

    Google Scholar 

  • Başpinar, K., & Peker, M. (2016). The relationship between pre-service primary school teachers’ mathematics teaching anxiety and their beliefs about teaching and learning mathematics. Kuramsal Eğitimbilim, 9(1), 1–14. https://doi.org/10.5578/keg.10628.

    Article  Google Scholar 

  • Bekdemir, M. (2010). The pre-service teachers’ mathematics anxiety related to depth of negative experiences in mathematics classroom while they were students. Educational Studies in Mathematics, 75(3), 311–328. https://doi.org/10.1007/s10649-010-9260-7.

    Article  Google Scholar 

  • Beswick, K. (2012). Teachers’ beliefs about school mathematics and mathematicians’ mathematics and their relationship to practice. Educational Studies in Mathematics, 79(1), 127–147. https://doi.org/10.1007/s10649-011-9333-2.

    Article  Google Scholar 

  • Beswick, K., & Dole, S. (2001, July). Dispelling the myths: Influencing the beliefs of preservice primary teachers. Paper presented at the Numeracy and Beyond: 24th Annual Conference of the Mathematics Education Research Group of Australasia, Sydney, Australia.

  • Briley, J. S. (2012). The relationships among mathematics teaching efficacy, mathematics self-efficacy, and mathematical beliefs for elementary pre-service teachers. IUMPST: The Journal, 5, 1–13.

    Google Scholar 

  • Briley, J. S., Thompson, T., & Iran-Nejad, A. (2009). Mathematical beliefs, self-regulation, and achievement by university students in remedial mathematics courses. Research in the Schools, 16(2), 15–28.

    Google Scholar 

  • Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106(4), 173–180. https://doi.org/10.1111/j.1949-8594.2006.tb18073.x.

    Article  Google Scholar 

  • Cady, J. A., & Rearden, K. (2007). Pre-service teachers’ beliefs about knowledge, mathematics, and science. School Science and Mathematics, 107(6), 237–245. https://doi.org/10.1111/j.1949-8594.2007.tb18285.x.

    Article  Google Scholar 

  • Charalambous, C. Y., Philippou, G. N., & Kyriakides, L. (2008). Tracing the development of preservice teachers’ efficacy beliefs in teaching mathematics during fieldwork. Educational Studies in Mathematics, 67(2), 125–142. https://doi.org/10.1007/s10649-007-9084-2.

    Article  Google Scholar 

  • Chionh, Y. H., & Fraser, B. J. (2009). Classroom environment, achievement, attitudes and self-esteem in geography and mathematics in Singapore. International Research in Geographical and Environmental Education, 18(1), 29–44. https://doi.org/10.1080/10382040802591530.

    Article  Google Scholar 

  • Coladarci, T. (1992). Teachers’ sense of efficacy and commitment to teaching. The Journal of Experimental Education, 60(4), 323–337. https://doi.org/10.1080/00220973.1992.9943869.

    Article  Google Scholar 

  • Cornell, C. (1999). I hate math! I couldn’t learn it, and I can’t teach it! Childhood Education, 75(4), 225–230. https://doi.org/10.1080/00094056.1999.10522022.

    Article  Google Scholar 

  • Dorman, J. P. (2001). Associations between classroom environment and academic efficacy. Learning Environments Research, 4, 243–257.

    Article  Google Scholar 

  • Dorman, J. (2002). Classroom environment research: Progress and possibilities. Queensland Journal of Educational Research, 18(2), 112–140.

    Google Scholar 

  • Duffin, L. C., French, B. F., & Patrick, H. (2012). The Teachers’ Sense of Efficacy Scale: Confirming the factor structure with beginning pre-service teachers. Teaching and Teacher Education, 28(6), 827–834. https://doi.org/10.1016/j.tate.2012.03.004.

    Article  Google Scholar 

  • Durmus, S., & Bicak, B. (2006). A scale for mathematics and mathematical values of pre-service teachers. In Paper presented at the third international conference on the teaching of mathematics, Istanbul, Turkey. https://files.eric.ed.gov/fulltext/ED495503.pdf.

  • Ernest, P. (1989). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.), Mathematics teaching: The state of the art (pp. 249–253). New York: Falmer.

    Google Scholar 

  • Ertekin, E. (2010). Correlations between the mathematics teaching anxieties of pre-service primary education mathematics teachers and their beliefs about mathematics. Educational Research and Reviews, 5(8), 446–454.

    Google Scholar 

  • Ertekin, E., Dilmac, B., & Yazici, E. (2009). The relationship between mathematics anxiety and learning styles of preservice mathematics teachers. Social Behavior and Personality: An International Journal, 37(9), 1187–1195. https://doi.org/10.2224/sbp.2009.37.9.1187.

    Article  Google Scholar 

  • Fraser, B. J. (2001). Twenty thousand hours: Editor’s introduction. Learning Environments Research, 4(1), 1–5. https://doi.org/10.1023/A:1011406709483.

    Article  Google Scholar 

  • Fraser, B. J. (2007). Classroom learning environments. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 103–124). Mahwah, NJ: Lawrence Erlbaum.

    Google Scholar 

  • Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In B. J. Fraser, K. G. Tobin, & C. J. McRobbie (Eds.), Second international handbook of science education (pp. 1191–1239). New York: Springer.

    Chapter  Google Scholar 

  • Fraser, B. J., & Fisher, D. L. (1982). Effects of classroom psychosocial environment on student learning. British Journal of Educational Psychology, 52(3), 374–377. https://doi.org/10.1111/j.2044-8279.1982.tb02525.x.

    Article  Google Scholar 

  • Fraser, B. J., McRobbie, C. J., & Fisher, D. L. (1996, April). Development, validation and use of personal and class forms of a new classroom environment instrument. Paper presented at the American Educational Research Association, New York, NY.

  • Frenzel, A. C., Pekrun, R., & Goetz, T. (2007). Perceived learning environment and students’ emotional experiences: A multilevel analysis of mathematics classrooms. Learning and Instruction, 17(5), 478–493. https://doi.org/10.1016/j.learninstruc.2007.09.001.

    Article  Google Scholar 

  • Gibson, S., & Dembo, M. H. (1984). Teacher efficacy: A construct validation. Journal of Educational Psychology, 76(4), 569–582. https://doi.org/10.1037/0022-0663.76.4.569.

    Article  Google Scholar 

  • Gilbert, M. C., Musu-Gillette, L. E., Woolley, M. E., Karabenick, S. A., Strutchens, M. E., & Martin, W. G. (2014). Student perceptions of the classroom environment: Relations to motivation and achievement in mathematics. Learning Environments Research, 17(2), 287–304. https://doi.org/10.1007/s10984-013-9151-9.

    Article  Google Scholar 

  • Goh, S. C., Young, D. J., & Fraser, B. J. (1995). Psychosocial climate and student outcomes in elementary mathematics classrooms: A multilevel analysis. The Journal of Experimental Education, 64(1), 29–40. https://doi.org/10.1080/00220973.1995.9943793.

    Article  Google Scholar 

  • Gresham, G. (2008). Mathematics anxiety and mathematics teacher efficacy in elementary pre-service teachers. Teaching Education, 19(3), 171–184. https://doi.org/10.1080/10476210802250133.

    Article  Google Scholar 

  • Haciomeroglu, G. (2013). Mathematics anxiety and mathematical beliefs: What is the relationship in elementary pre-service teachers? IUMPST: The Journal, 5, 1–9.

    Google Scholar 

  • Haertel, G. D., Walberg, H. J., & Haertel, E. H. (1981). Socio-psychological environments and learning: A quantitative synthesis. British Educational Research Journal, 7(1), 27–36. https://doi.org/10.1080/0141192810070103.

    Article  Google Scholar 

  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21(1), 33–46. https://doi.org/10.2307/749455.

    Article  Google Scholar 

  • Hemmings, B. C. (2015). Strengthening the teaching self-efficacy of early career academics. Issues in Educational Research, 25(1), 1–17.

    Google Scholar 

  • Hughes, P. T. (2016). The relationship of mathematics anxiety, mathematical beliefs, and instructional practices of elementary school teachers. Unpublished octoral dissertation, Georgia State University, Atlanta, GA.

  • Huinker, D., & Madison, S. K. (1997). Preparing efficacious elementary teachers in science and mathematics: The influence of methods courses. Journal of Science Teacher Education, 8(2), 107–126. https://doi.org/10.1023/A:1009466323843.

    Article  Google Scholar 

  • Jong, C., & Hodges, T. E. (2015). Assessing attitudes toward mathematics across teacher education contexts. Journal of Mathematics Teacher Education, 18(5), 407–425. https://doi.org/10.1007/s10857-015-9319-6.

    Article  Google Scholar 

  • Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65–90.

    Article  Google Scholar 

  • Khine, M. S., Fraser, B. J., Afari, E., Oo, Z., & Kyaw, T. T. (2018). Students’ perceptions of the learning environment in tertiary science classrooms in Myanmar. Learning Environments Research, 21(1), 135–152. https://doi.org/10.1007/s10984-017-9250-0.

    Article  Google Scholar 

  • Klassen, R. M., & Tze, V. M. C. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59–76. https://doi.org/10.1016/j.edurev.2014.06.001.

    Article  Google Scholar 

  • Knight, S. L., Parker, D., Zimmerman, W., & Ikhlief, A. (2014). Relationship between perceived and observed student-centred learning environments in Qatari elementary mathematics and science classrooms. Learning Environments Research, 17(1), 29–47. https://doi.org/10.1007/s10984-014-9156-z.

    Article  Google Scholar 

  • Knobloch, N., & Whittington, M. S. (2002). Novice teachers’ perceptions of support, teacher preparation quality, and student teaching experience related to teacher efficacy. Journal of Vocational Education Research, 27(3), 331–341. https://doi.org/10.5328/JVER27.3.331.

    Article  Google Scholar 

  • Martin-Dunlop, C., & Fraser, B. J. (2008). Learning environment and attitudes associated with an innovative science course designed for prospective elementary teachers. International Journal of Science and Mathematics Education, 6, 163–190.

    Article  Google Scholar 

  • McGee, J. (2012). Developing and validating a new instrument to measure the self-efficacy of elementary mathematics teachers. Unpublished doctoral dissertation, University of North Carolina, Charlotte, NC. Retrieved from http://libres.uncg.edu/ir/uncc/f/McGee_uncc_0694D_10291.pdf.

  • McGee, J., & Wang, C. (2014). Validity-supporting evidence of the Self-Efficacy for Teaching Mathematics Instrument. Journal of Psychoeducational Assessment, 32(5), 390–403. https://doi.org/10.1177/0734282913516280.

    Article  Google Scholar 

  • McRobbie, C. J., & Fraser, B. J. (1993). Associations between student outcomes and psychosocial science environment. The Journal of Educational Research, 87(2), 78–85. https://doi.org/10.1080/00220671.1993.9941170.

    Article  Google Scholar 

  • Muijs, D., & Reynolds, D. (2015). Teachers’ beliefs and behaviors: What really matters? The Journal of Classroom Interaction, 50(1), 25–40.

    Google Scholar 

  • Muis, K. R. (2004). Personal epistemology and mathematics: A critical review and synthesis of research. Review of Educational Research, 74(3), 317–377. https://doi.org/10.3102/00346543074003317.

    Article  Google Scholar 

  • Nurlu, Ö. (2015). Investigation of teachers’ mathematics teaching self-efficacy. International Electronic Journal of Elementary Education, 8(1), 21–40.

    Google Scholar 

  • Ogbuehi, P. I., & Fraser, B. J. (2007). Learning environment, attitudes and conceptual development associated with innovative strategies in middle-school mathematics. Learning Environments Research, 10(2), 101–114. https://doi.org/10.1007/s10984-007-9026-z.

    Article  Google Scholar 

  • Opolot-Okurut, C. (2010). Classroom learning environment and motivation towards mathematics among secondary school students in Uganda. Learning Environments Research, 13(3), 267–277. https://doi.org/10.1007/s10984-010-9074-7.

    Article  Google Scholar 

  • Pajares, M. F. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62(3), 307–332. https://doi.org/10.2307/1170741.

    Article  Google Scholar 

  • Paolucci, C. (2015). Changing perspectives: Examining the potential for advanced mathematical studies to influence pre-service teachers’ beliefs about mathematics. Teaching and Teacher Education, 49, 97–107. https://doi.org/10.1016/j.tate.2015.03.002.

    Article  Google Scholar 

  • Patrick, H., Ryan, A. M., & Kaplan, A. (2007). Early adolescents’ perceptions of the classroom social environment, motivational beliefs, and engagement. Journal of Educational Psychology, 99, 83–98.

    Article  Google Scholar 

  • Peker, M. (2016). Mathematics teaching anxiety and self-efficacy beliefs toward mathematics teaching: A path analysis. Educational Research and Reviews, 11(3), 97–104. https://doi.org/10.5897/ERR2015.2552.

    Article  Google Scholar 

  • Purnomo, Y. W., Suryadi, D., & Darwis, S. (2016). Examining pre-service elementary school teacher beliefs and instructional practices in mathematics class. International Electronic Journal of Elementary Education, 8(4), 629–642.

    Google Scholar 

  • Raymond, A. M. (1997). Inconsistency between a beginning elementary school teacher’s mathematics beliefs and teaching practice. Journal for Research in Mathematics Education, 28(5), 550–576. https://doi.org/10.2307/749691.

    Article  Google Scholar 

  • Riggs, I. M., & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625–637. https://doi.org/10.1002/sce.3730740605.

    Article  Google Scholar 

  • Roscoe, M. (2011). Informal mathematics activities and the beliefs of elementary teacher candidates. Unpublished doctoral dissertation, The University of Montana, Missoula, MT. Retrieved from http://scholarworks.umt.edu/etd.

  • Skordi, P., & Fraser, B. J. (2019). Validity and use of the What Is Happening In this Class? (WIHIC) questionnaire in university business statistics classrooms. Learning Environments Research, 22(2), 275–295. https://doi.org/10.1007/s10984-018-09277-4.

    Article  Google Scholar 

  • Smith, L. J. (2010). The relationship among mathematics anxiety, mathematical self-efficacy, mathematical teaching self-efficacy, and the instructional practices of elementary school teachers. Unpublished dissertation/thesis, The University of Southern Mississippi, Hattiesburg, MS.

  • Stipek, D. J., Givvin, K. B., Salmon, J. M., & MacGyvers, V. L. (2001). Teacher’s beliefs and practices related to mathematics instruction. Teaching and Teacher Education, 17, 213–226.

    Article  Google Scholar 

  • Swars, S. L., Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106(7), 306–315. https://doi.org/10.1111/j.1949-8594.2006.tb17921.x.

    Article  Google Scholar 

  • Szydlik, J. E., Szydlik, S. D., & Benson, S. R. (2003). Exploring changes in pre-service elementary teachers’ mathematical beliefs. Journal of Mathematics Teacher Education, 6(3), 253–279. https://doi.org/10.1023/A:1025155328511.

    Article  Google Scholar 

  • Taylor, B. A., & Fraser, B. J. (2013). Relationships between learning environment and mathematics anxiety. Learning Environments Research, 16(2), 297–313. https://doi.org/10.1007/s10984-013-9134-x.

    Article  Google Scholar 

  • Taylor, P. C., Fraser, B. J., & Fisher, D. L. (1997). Monitoring constructivist classroom learning environments. International Journal of Educational Research, 27(4), 293–302. https://doi.org/10.1016/S0883-0355(97)90011-2.

    Article  Google Scholar 

  • Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105–127. https://doi.org/10.1007/BF00305892.

    Article  Google Scholar 

  • Tobias, S. (1980). Overcoming math anxiety. Boston: Houghton Mifflin.

    Google Scholar 

  • Trickett, E. J., & Moos, R. H. (1973). Social environment of junior high and high schoolclassrooms. Journal of Educational Psychology, 65(1), 93–102. https://doi.org/10.1037/h0034823.

    Article  Google Scholar 

  • Tschannen-Moran, M., & Woolfolk-Hoy, A. (2007). The differential antecedents of self-efficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23(6), 944–956. https://doi.org/10.1016/j.tate.2006.05.003.

    Article  Google Scholar 

  • Tschannen-Moran, M., Woolfolk-Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248. https://doi.org/10.2307/1170754.

    Article  Google Scholar 

  • Uusimaki, L., & Nason, R. (2004, July). Causes underlying pre-service teachers’ negative beliefs and anxieties about mathematics. Paper presented at the 28th Conference of the International Group for the Psychology of Mathematics Education, Bergen, Norway.

  • Walberg, H. J., & Anderson, G. J. (1968). Classroom climate and individual learning. Journal of Educational Psychology, 59(6), 414–419. https://doi.org/10.1037/h0026490.

    Article  Google Scholar 

  • Welder, R. M., Hodges, T. E., & Jong, C. (2011, October). Measuring changes in teachers’ beliefs, attitudes, and dispositions related to experiences in mathematics. Paper presented at the 33rd Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, Nevada.

  • Wolf, S. J., & Fraser, B. J. (2008). Learning environment, attitudes and achievement among middle-school science students using inquiry-based laboratory activities. Research in Science Education, 38(3), 321–341. https://doi.org/10.1007/s11165-007-9052-y.

    Article  Google Scholar 

  • Woodcock, S. (2011). A cross sectional study of pre-service teacher efficacy throughout the training years. Australian Journal of Teacher Education, 36(10), 23–34. https://doi.org/10.14221/ajte.2011v36n12.2.

    Article  Google Scholar 

  • Woolfolk, A. E., & Hoy, W. K. (1990). Prospective teachers’ sense of efficacy and beliefs about control. Journal of Educational Psychology, 82(1), 81–91. https://doi.org/10.1037/0022-0663.82.1.81.

    Article  Google Scholar 

  • Woolfolk, A. E., Rosoff, B., & Hoy, W. K. (1990). Teachers’ sense of efficacy and their beliefs about managing students. Teaching and Teacher Education, 6(2), 137–148. https://doi.org/10.1016/0742-051X(90)90031-Y.

    Article  Google Scholar 

  • Wubbels, T., & Levy, J. (Eds.). (1993). Do you know what you look like? Interpersonal relationships in education. London: Falmer Press.

    Google Scholar 

Download references

Acknowledgements

An Australian Government Research Training Program Scholarship supported this research.

Author information

Authors and Affiliations

  1. Curtin University, Perth, WA, 6845, USA

    Melissa McMinn, Jill Aldridge & David Henderson

Authors
  1. Melissa McMinn
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Jill Aldridge
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. David Henderson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Melissa McMinn.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

McMinn, M., Aldridge, J. & Henderson, D. Learning environment, self-efficacy for teaching mathematics, and beliefs about mathematics. Learning Environ Res 24, 355–369 (2021). https://doi.org/10.1007/s10984-020-09326-x

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10984-020-09326-x

Keywords

Search

Navigation