A survey of teacher beliefs of the nature, learning, and teaching of mathematics vocabulary

Bibliographic Data

ID21688729
AuthorsXiaonan Han (0009-0003-8949-1212, University of Macau), Xin Lin (0009-0006-6759-4597, University of Macau, corresponding author)
Year2026
Volume32
Issue4
Pages619-636
Publication date2026-05-19
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTeachers and Teaching (JOURNAL)
Journal identifiersISSN: 1354-0602 • E-ISSN: 1470-1278
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13540602.2025.2450673
OpenAlexW4406345500
LanguageEN
References cited35

Mathematics vocabulary (MV) plays a crucial role in learning and understanding mathematics. Beliefs directly impacted teachers’ interactions with the students and implementation of instructional strategies, ultimately shaping students’ learning outcomes. However, there has been a lack of research specifically examining teacher beliefs about MV. This study aimed to investigate teacher beliefs regarding the nature, learning, and teaching of MV through a survey conducted with 234 participants from China. The quantitative results showed teacher beliefs about the nature of MV aligned with existing frameworks, with the exception of polysemy. In terms of beliefs about learning MV, teachers tended to prioritise the knowledge hypothesis. Also, teachers had reservations about learning MV by rote. Regarding beliefs about teaching MV, the majority of teachers agreed with the three teaching modes. These findings provide valuable insights for professional development programmes and offer useful references for improving MV instruction

Cooperative learning · Mathematics education · Pedagogy · Polysemy · Rote learning · Teaching method · Vocabulary · Cognitive and developmental aspects of mathematical skills · Computer Science · Educational Strategies and Epistemologies · Mathematics Education and Teaching Techniques · Psychology

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