A systematic review of primary school class teachers views of mathematics teaching and learning





mathematics teaching, mathematics learning, view of mathematics, systematic review, PRISMA


The current study aimed (1) to analyse teachers’ view profiles from positive to negative based on the analysis of influencing factors and (2) to investigate the most studied concepts and methods in this context. According to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses 2020 guidelines, we conducted a comprehensive review of 25 peer-reviewed articles published between January 2010 and December 2022. Our findings show a landscape in which concepts related to mathematics teaching and learning often intersect with other domains. Nevertheless, a distinction exists in the definition of the fundamental concept, with limited attention given to mathematics learning and the role of students in contrast to the focus on mathematics teaching and the role of teachers. Our research highlights the necessity of thorough exploration of the dynamic factors that influence these views and their associated outcomes, categorised as (A) mutual consistency, (B) weak consistency, and (C) inconsistency, each providing distinct implications for support needs. Additionally, from an ontological perspective on affect, many studies overlook the notion of 'view' as a state or trait characteristic, potentially leading to inappropriate method selection. Therefore, we propose recommendations for future research, advocating for methodological precision, expanded object exploration, dynamic profiling, and the inclusion of diverse teacher categories.


Note: Studies included in the systematic review are indicated by an asterisk (*).

*Aljaberi, N. M., & Gheith, E. (2018). In-Service Mathematics Teachers’ Beliefs about Teaching, Learning and Nature of Mathematics and Their Mathematics Teaching Practices. Journal of Education and Learning, 7(5), 156–173. https://doi.org/10.5539/jel.v7n5p156

*Artemenko, C., Masson, N., Georges, C., Nuerk, H.-C., & Cipora, K. (2021). Not all elementary school teachers are scared of math. Journal of Numerical Cognition, 7(3), 275–294. https://doi.org/10.5964/jnc.6063

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

*Blömeke, S., Hoth, J., Döhrmann, M., Busse, A., Kaiser, G., & König, J. (2015). Teacher Change During Induction: Development of Beginning Primary Teachers’ Knowledge, Beliefs and Performance. International Journal of Science and Mathematics Education, 13(2), 287–308. https://doi.org/10.1007/s10763-015-9619-4

Cady, J., Meier, S. L., & Lubinski, C. A. (2006). Developing Mathematics Teachers: The Transi-tion from Preservice to Experienced Teacher. The Journal of Educational Research, 99(5), 295–306. https://doi.org/10.3200/JOER.99.5.295-306

Chamberlin, M. T. (2013). Prospective Teachers’ Perspectives on Mathematics Teaching and Learning: Lens for Interpreting Experiences in a Standards-Based Mathematics Course. School Science and Mathematics, 113(8), 369–379. https://doi.org/10.1111/ssm.12042

*Chang, Y.-L. (2015). Examining relationships among elementary mathematics teachers’ efficacy and their students’ mathematics self-efficacy and achievement. Eurasia Journal of Mathe-matics, Science and Technology Education, 11(6), 1307–1320. https://doi.org/10.12973/eurasia.2015.1387a

*Dove, J., Montague, J., & Hunt, T. E. (2021). An Exploration of Primary School Teachers’ Maths Anxiety Using Interpretative Phenomenological Analysis. International Online Journal of Primary Education, 10(1), 32–49.

Fan, D., Breslin, D., Callahan, J. L., & Iszatt-White, M. (2022). Advancing literature review meth-odology through rigour, generativity, scope and transparency. International Journal of Management Reviews, 24(2), 171–180. https://doi.org/10.1111/ijmr.12291

*Giles, R. M., Byrd, K. O., & Bendolph, A. (2016). An Investigation of Elementary Preservice Teachers’ Self-Efficacy for Teaching Mathematics. Cogent Education, 3(1). https://doi.org/10.1080/2331186X.2016.1160523

*Gonzalez-DeHass, A. R., Furner, J. M., Vásquez-Colina, M. D., & Morris, J. D. (2017). Pre-service elementary teachers’ achievement goals and their relationship to math anxiety. Learning & Individual Differences, 60, 40–45. https://doi.org/10.1016/j.lindif.2017.10.002

Haddaway, N. R., Collins, A. M., Coughlin, D., & Kirk, S. (2015). The Role of Google Scholar in Evidence Reviews and Its Applicability to Grey Literature Searching. PLOS ONE, 10(9), e0138237. https://doi.org/10.1371/journal.pone.0138237

Hannula, M. S. (2007). Finnish research on affect in mathematics: Blended theories, mixed meth-ods and some findings. ZDM, 39(3), 197–203. https://doi.org/10.1007/s11858-007-0022-7

Hannula, M. S., Di Martino, P., Pantziara, M., Zhang, Q., Morselli, F., Heyd-Metzuyanim, E., Lutovac, S., Kaasila, R., Middleton, J. A., Jansen, A., & Goldin, G. A. (2016). Attitudes, Be-liefs, Motivation and Identity in Mathematics Education : An Overview of The Field and Fu-ture Directions. Springer Open. https://doi.org/10.1007/978-3-319-32811-9

Hannula, M. S., Kaasila, R., Laine, A., & Pehkonen, E. (2005). Structure and typical profiles of elementary teacher students’ view of mathematics. In H. L. Chick & J. L. Vincent (Eds.), Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education, 3, 89–96. Melbourne: University of Melbourne.

Hart, L. C. (2004). Beliefs and Perspectives of First-Year, Alternative Preparation, Elementary Teachers in Urban Classrooms. School Science and Mathematics, 104(2), 79–88. https://doi.org/10.1111/j.1949-8594.2004.tb17985.x

Heffernan, K. A., & Newton, K. J. (2019). Exploring mathematics identity: An intervention of ear-ly childhood preservice teachers. Journal of early childhood teacher education, 40(3), 296–324. https://doi.org/10.1080/10901027.2019.1590484

*Hourigan, M., & Leavy, A. M. (2022). Pre-Service Primary Teachers’ Mathematics Teaching Effi-cacy on Entry to Initial Teacher Education. European Journal of Mathematics & Science Education, 3(1), 17–33. https://doi.org/10.12973/ejmse.3.1.17

Ingram, N., Linsell, C., & Offen, B. (2018). Growing mathematics teachers: Pre-service primary teachers’ relationships with mathematics. Mathematics Teacher Education & Development, 20(3), 41–60.

*Jong, C., & Hodges, T. (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

*Jong, C., & Hodges, T. (2013). The influence of elementary preservice teachers’ mathematical experiences on their attitudes towards teaching and learning mathematics. International Electronic Journal of Mathematics Education, 8(2), 100–122. https://doi.org/10.29333/iejme/276

Joutsenlahti, J. (2005). Lukiolaisen tehtäväorientoituneen matemaattisen ajattelun piirteitä—1990-luvun pitkän matematiikan opiskelijoiden matemaattisen osaamisen ja uskomusten ilmentämänä. [Doctoral dissertation, Tampere University] https://trepo.tuni.fi/handle/10024/67453

Kayan Fadlelmula, F. (2022). Enablers and obstacles in teaching and learning of mathematics. LUMAT: International Journal on Math, Science and Technology Education, 10(2), 33–55. https://doi.org/10.31129/LUMAT.10.2.1627

*Leavy, A., Bjerke, A. H., & Hourigan, M. (2023). Prospective primary teachers’ efficacy to teach mathematics: Measuring efficacy beliefs and identifying the factors that influence them. Ed-ucational Studies in Mathematics, 112(3), 437–460. https://doi.org/10.1007/s10649-022-10181-1

Lehtonen, D., Jyrkiäinen, A., & Joutsenlahti, J. (2019). A systematic review of educational design research in Finnish doctoral dissertations on mathematics, science, and technology educa-tion. LUMAT, 7(3), 140–165. https://doi.org/10.31129/LUMAT.7.3.399

*Lin, Y.-C. (2022). Using a drawing method to investigate pre-service teachers’ beliefs, knowledge and emotions about mathematics teaching and learning. Asia-Pacific Journal of Teacher Education, 50(5), 474–497. https://doi.org/10.1080/1359866X.2021.1880546

*Lo, W. Y. (2021). Pre-Service Teachers’ Prior Learning Experiences of Mathematics and the In-fluences on Their Beliefs about Mathematics Teaching. International Journal of Instruction, 14(1), 795–812. https://doi.org/10.29333/iji.2021.14148a

*Marbán, J. M., Palacios, A., & Maroto, A. (2021). Enjoyment of teaching mathematics among pre-service teachers. Mathematics Education Research Journal, 33(3), 613–629. https://doi.org/10.1007/s13394-020-00341-y

Margot, K. C., & Kettler, T. (2019). Teachers’ perception of STEM integration and education: A systematic literature review. International journal of STEM education, 6(1), 1–16. https://doi.org/10.1186/s40594-018-0151-2

Mullet, D. R., Rinn, A. N., & Kettler, T. (2017). Catalysts of women’s talent development in STEM: A systematic review. Journal of Advanced Academics, 28(4), 253–289. https://doi.org/10.1177/1932202X17735305

*Nurlu, Ö. (2015). Investigation of Teachers’ Mathematics Teaching Self-Efficacy. International Electronic Journal of Elementary Education, 8(1), 21–40.

Ouzzani, M., Hammady, H., Fedorowicz, Z., & Elmagarmid, A. (2016). Rayyan—A web and mo-bile app for systematic reviews. Systematic Reviews, 5(1), 210. https://doi.org/10.1186/s13643-016-0384-4

Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Sham-seer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting system-atic reviews. Systematic Reviews, 10(1), 89. https://doi.org/10.1186/s13643-021-01626-4

*Pair, J., & Dinh, K. (2022). Happiness in Mathematics Education: The Experiences of Preservice Elementary Teachers. Journal of Humanistic Mathematics, 12(1), 98–117. https://doi.org/10.5642/jhummath.202201.07

Pehkonen, E. (1998). Teachers’ conceptions on mathematics teaching. In M. Hannula (Ed.), Cur-rent State of Research on Mathematical Beliefs V: Proceedings of the MAVI-5 workshop, August 22–25, 1997 (pp. 58–65). Helsinki, Finland: Department of Teacher Education, Uni-versity of Helsinki.

Perkkilä, P. (2003). Primary school teachers’ mathematics beliefs and teaching practices. Proceed-ings of the Third Conference of the European Society for Research in Mathematics Educa-tion, 1–8.

*Perry, C. A. (2011). Motivation and Attitude of Preservice Elementary Teachers toward Mathe-matics. School Science & Mathematics, 111(1), 2–10. https://doi.org/10.1111/j.1949-8594.2010.00054.x

*Polly, D., McGee, J. R., Wang, C., Lambert, R. G., Pugalee, D. K., & Johnson, S. (2013). The As-sociation between Teachers’ Beliefs, Enacted Practices, and Student Learning in Mathemat-ics. Mathematics Educator, 22(2), 11–30.

*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.

*Russo, J., Bobis, J., Sullivan, P., Downton, A., Livy, S., McCormick, M., & Hughes, S. (2020). Exploring the relationship between teacher enjoyment of mathematics, their attitudes to-wards student struggle and instructional time amongst early years primary teachers. Teach-ing & Teacher Education, 88, N.PAG. https://doi.org/10.1016/j.tate.2019.102983

Rösken, B., Hannula, M. S., Pehkonen, E., Kaasila, R., & Laine, A. (2007). Identifying dimensions of students’ view of mathematics. Proceedings of CERME 5: Fifth Conference of the Europe-an Society for Research in Mathematics Education, 349–358.

*Schaeffer, M. W., Rozek, C. S., Maloney, E. A., Berkowitz, T., Levine, S. C., & Beilock, S. L. (2021). Elementary school teachers’ math anxiety and students’ math learning: A large-scale replication. Developmental science, 24(4), e13080. https://doi.org/10.1111/desc.13080

Shilling-Traina, L., & Stylianides, G. (2013). Impacting prospective teachers’ beliefs about mathe-matics. ZDM - Mathematics Education, 45(3), 393–407. https://doi.org/10.1007/s11858-012-0461-7

*Stoehr, K. J. (2017). Building the wall brick by brick: One prospective teacher’s experiences with mathematics anxiety. Journal of Mathematics Teacher Education, 20(2), 119–139. https://doi.org/10.1007/s10857-015-9322-y

Thompson, A. G. (1992). Teachers’ beliefs and conceptions: A synthesis of the research. In Hand-book of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (D. A. Grouws, pp. 127–146). Macmillan Publishing Co, Inc.

*Wilson, S. (2013). Investigating rural pre-service teachers' mathematics anxiety using the Revised Mathematics Anxiety Scale (RMARS). Australian & International Journal of Rural Educa-tion, 23(3), 1–11. https://doi.org/10.3316/aeipt.200587

*Xenofontos, C., & Andrews, P. (2020). The discursive construction of mathematics teacher self-efficacy. Educational Studies in Mathematics, 105(2), 261–283. https://doi.org/10.1007/s10649-020-09990-z

Österling, L., & Christiansen, I. (2022). Whom do they become? A systematic review of research on the impact of practicum on student teachers’ affect, beliefs, and identities. International Electronic Journal of Mathematics Education, 17(4), em0710. https://doi.org/10.29333/iejme/12380


Additional Files



How to Cite

Kim, E., Mallat, E., & Joutsenlahti, J. (2023). A systematic review of primary school class teachers views of mathematics teaching and learning. LUMAT: International Journal on Math, Science and Technology Education, 11(2), 60–87. https://doi.org/10.31129/LUMAT.11.2.2055