[1] Bandura, A., Freeman, W. H., & Lightsey, R. (1999). Self-Efficacy: The Exercise of Control. Journal of Cognitive Psychotherapy, 13(2), 158–166. https://doi. org/10.1891/0889-8391.13.2.158
[2] Baumert, J., & Kunter, M. (2013). The COACTIV Model of Teachers’ Professional Competence. Cognitive Activation in the Mathematics Classroom and Professional Competence of Teachers, 25–48. https:// doi.org/10.1007/978-1-4614-5149-5_2
[3] Boaler, J. (2016). Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching. Jossey-Bass/ Wiley.
[4] Beswick, K. (2005). The beliefs/practice connection in broadly defined contexts. Mathematics Education Research Journal, 17(2), 39–68. https://doi.org/10.1007/bf03217415
[5] 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
[6] Cross, D. I. (2009). Creating optimal mathematics learning environments: Combining argumentation and writing to enhance achievement. International Journal of Science and Mathematics Education, 7(5), 905930. https://doi.org/10.1007/s10763-008-9144-9
[7] Ernest, P. (1989a). The impact of beliefs on the teaching of mathematics. In P. Ernest (Ed.). Mathematics teaching: The state of art (pp. 249–254). New York: Falmer.
[8] Ernest, P. (1989b). The knowledge, beliefs and attitudes of the mathematics teacher. Journal of Education for Teaching, 15(1), 13–33. http://dx.doi. org/10.1080/0260747890150102
[9] Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100(4), 194–202. https://doi. org/10.1111/j.1949-8594.2000.tb17256.x
[10] Furinghetti, F., Pehkonen, E. (2002). Rethinking Characterizations of Beliefs. In: Leder, G.C., Pehkonen, E., Törner, G. (eds) Beliefs: A Hidden Variable in Mathematics Education?. Mathematics Education Library. Vol. 31. Springer, Dordrecht. https://doi.org/10.1007/0-306-47958-3_3
[11] Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: Embodied and social theories. Research in Mathematics Education, 14(2), 137–161. https://doi.org/10.1080/14794802.2012.69 4281
[12] Kalaja, P., Barcelos, A. M. F., Aro, M., & Ruohotie Lyhty, M. (2016). Beliefs, agency and identity in foreign language learning and teaching. Springer. https://doi.org/10.1057/9781137425959
[13] Kasa, Y., Areaya, S., & Woldemichael, M. (2024). Mathematics teachers’ beliefs about mathematics, its teaching, and learning: The caseof five teachers. Pedagogical Research, 9(2), 0191. https:// doi.org/10.29333/pr/14172
[14] Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741756. https:// doi.org/10.1037/a0019237
[15] Leder, G. C., & Forgasz, H. J. (2002). Two new instruments to probe attitudes about gender and mathematics. ERIC Clearinghouse. https://scispace. com/pdf/two-new-instruments-to-probe attitudes-about-gender-and-q30d5b81ux.pdf
[16] Lesh, R., & Zawojewski, J. S. (2007). Problem solving and modeling. In F. K. Lester (Ed.), Second handbook of research on mathematics teaching and learning (pp. 763–804).
[17] National Council of Teachers of Mathematics (NCTM). (2000). Principles and standards for school mathematics. NCTM. https://www-nctm org.webpkgcache.com/doc/-/s/www.nctm.org/ uploadedfiles/standards_and_positions/pssm_ executivesummary.pdf
[18] Op ’t Eynde, P., De Corte, E., & Verschaffel, L. (2002). Framing students’ mathematics-related beliefs: A quest for conceptual clarity and a comprehensive categorization. In G. C. Leder, E. Pehkonen, & G. Törner (Eds), Beliefs: A hidden variable in mathematics education? (tr. 13–37). Springer. https:// doi.org/10.1007/0-306-47958-3_2
[19] 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/10.3102/00346543062003307
[20] Peterson, P.L., E. Fennema, T.P. Carpenter and M.Loef, (1989). Teachers’pedagogical content beliefs in mathematics. Cognition, Instruction, 6: 1-40.
[21] Philipp, R. A. (2007). Mathematics teachers’ beliefs and affect. In F. K. Lester (Eds). Second handbook of research on mathematics teaching and learning (tr.257–315). Information Age.
[22] 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/10.5951/jresematheduc.28.5.0550
[23] Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. In Sikula, J. (ed.). Handbook of Research on Teacher Education, pp 102–119. New York: Macmillan.
[24] Schoenfeld, A. H. (2011). How we think: A theory of goal-oriented decision making and its educational applications. Routledge. https://doi. org/10.4324/9780203843000
[25] Skemp, R. R. (2006). Relational understanding and instrumental understanding. Mathematics teaching in the middle school, 12(2), 88-95. https://doi. org/10.5951/MTMS.12.2.0088
[26] Stigler, J. W., & Hiebert, J. (2009). The teaching gap: Best ideas from the world’s teachers for improving education in the classroom. Simon and Schuster.
[27] Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In: D. A. Grouws (Eds), Handbook of research on mathematics teaching and learning (tr. 127–146). Macmillan.
[28] Tschannen-Moran, M., & Hoy, A. W. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17(7), 783–805. https://doi. org/10.1016/S0742-051X(01)00036-1
[29] Voss, T., Kleickmann, T., Kunter, M., & Hachfeld, A. (2013). Mathematics teachers’ beliefs. In Cognitive activation in the mathematics classroom and professional competence of teachers: Results from the COACTIV project (pp. 249-271). Boston, MA: Springer US.
[30] Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
[31] Yang, X., Kaiser, G., König, J., & Blömeke, S. (2020). Relationship between pre-service mathematics teachers’ knowledge, beliefs and instructional practices in China. ZDM, 52(2), 281–294. https://doi.org/10.1007/ s11858-020-01145-