Teachers’ beliefs and attitudes towards teaching and learning mathematics: a bibliometric analysis in scopus database (1991–2024)

In recent years, teachers’ beliefs and attitudes toward teaching and learning mathematics have become critical aspects of mathematics education research. This bibliometric study seeks to provide a comprehensive analysis of research on this topic, including insights into general characteristics, highlights of collaborations and publications, and primary research trends. Using bibliometric analysis techniques supported by VOSviewer and Biblioshiny, the study analyzed 224 publications on teachers’ beliefs and attitudes toward teaching and learning mathematics published between 1991 and 2024, sourced from the Scopus database. The results indicate that developed countries such as the United States, Turkey, Germany, and Australia lead in publication counts and citations. Additionally, the most cited studies were published in high-performing sources with relatively high CiteScore2023 metrics within the dataset. International and author collaborations remain relatively limited. Furthermore, research trends focus on the beliefs of mathematics teachers or pre-service teachers in mathematics education, teacher training, and professional development, often concerning self-efficacy, motivation, and teaching practices. These findings provide a foundational reference for future research on teachers’ beliefs and attitudes, as well as on mathematics teachers’ professional development programs.