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Encyclopedia of Mathematics Education pp 583–586Cite as

Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education

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Beliefs, attitudes, and self-efficacy are all aspects of the affective domain (McLeod 1992). The affective domain can be conceptualized as an internal representational system, comprising emotions, attitudes, beliefs, morals, values, and ethics (DeBellis and Goldin 2006). These are often placed on a continuum, with feelings and emotions at one end, characterized as short-lived and highly charged, and beliefs at the other end, typified as more cognitive and stable in nature (Philippou and Christou 2002). In the context of mathematics, the affective domain was introduced to explain why learners who possessed the cognitive resources to succeed at mathematical tasks still failed (Di Martino and Zan 2001; see also Affect in Mathematics Education). In the context of teachers of mathematics, over the last 30 years there has been a growing interest in how affective factors influence classroom practice, specifically with reference to beliefs (Thompson 1992; Philipp 2007), attitudes (Ernest 1989)...

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Authors and Affiliations

  1. Faculty of Education, Simon Fraser University, 8888 University Drive, V5A 1S6, Burnaby, BC, Canada

    Peter Liljedahl

  2. Mathematics Department, Douglas College, New Westminster, BC, Canada

    Susan Oesterle

Authors
  1. Peter Liljedahl
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  2. Susan Oesterle
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Correspondence to Peter Liljedahl .

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Editors and Affiliations

  1. Department of Education, Centre for Mathematics Education, London South Bank University, London, UK

    Stephen Lerman

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Liljedahl, P., Oesterle, S. (2014). Teacher Beliefs, Attitudes, and Self-Efficacy in Mathematics Education. In: Lerman, S. (eds) Encyclopedia of Mathematics Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4978-8_149

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  • DOI: https://doi.org/10.1007/978-94-007-4978-8_149

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  • Publisher Name: Springer, Dordrecht

  • Print ISBN: 978-94-007-4977-1

  • Online ISBN: 978-94-007-4978-8

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