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|a 1 Setting the scene, Part 1 Beliefs: conceptualization and measurement, 2 Framing studentʹs mathematics- related beliefs. A quest for conceptual clarity and a comprehensive categorization, 3 Rethinking characterizations of Beliefs, 4 Affect, meta-affect, and mathematical belief structures, 5 Mathematical beliefs- a search for a common ground: some theoretical considerations on structuring beliefs, some research questions, and some phenomenological observations, 6 Measuring mathematical beliefs and their impact on the learning of mathematics: a new approach, 7 Synthesis- beliefs and mathematics education: implications for learning, teaching, and research, Part 2 Teachersʹ beliefs, 8 Mathematics teacher change and development. The role of beliefs, 9 Mathematics teachersʹ beliefs and experiences with innovative curriculum materials. The role of curriculum in teacher development, 10 A four year follow-up study of teachersʹ beliefs after participating in a teacher enhancement project , 11 Belief structure and inservice high school mathematics teacher growth, 12 Participation and reification in learning to teach: the role of knowledge and beliefs, 13 A study of the mathematics teaching efficacy beliefs of primary teachers, 14 Situating research on methematics teachersʹ beliefs, Part 3 Studentsʹ beliefs, 15 Beliefs about mathematics and mathematics learning in the secondary school: measurement and implications for motivation, 16 ʹThe answer is really 4.5ʹ: beliefs about word problems, 17 Beliefs about the nature of mathematics in the bridging of everyday and school mathematical practices, 18 Beliefs about the norms in the mathematics classroom, 19 Intuitive beliefs, formal definitions and undefined operations: cases of division by Zero, 20 Imprilcations of research on studentsʹ beliefs for classroom practice.
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