ATTITUDES AND SELF-EFFICACY BELIEFS REGARDING GEOMETRY: ANALYTICAL LENSES FOR RESEARCH IN MATHEMATICS EDUCATION

Abstract

This theoretical paper discusses attitudes and self-efficacy beliefs regarding Geometry as analytical lenses for research in Mathematics Education and for the teaching of this topic in Basic Education. Drawing on Bandura’s Social Cognitive Theory, it assumes that learning Geometry involves not only cognitive aspects, but also affective dispositions and self-perceived capabilities built throughout students’ schooling trajectories. Based on national and international studies, the article aims to: (i) discuss the construct of attitudes towards Mathematics and Geometry; (ii) analyse academic self-efficacy and its main sources; and (iii) articulate attitudes and self-efficacy beliefs in Geometry within an integrated theoretical framework. It is argued that attitudes are learned predispositions, comprising cognitive, affective and behavioural components, whereas self-efficacy refers to specific judgements of capability in dealing with geometrical tasks. Empirical evidence reported in the literature indicates positive correlations between these constructs, although such relations are neither simple nor deterministic. The discussion highlights implications for Mathematics Education research – particularly for the design of analytical categories, instruments and mixed-methods studies – and for the planning of Geometry teaching. Among these implications are the need to promote mastery experiences, positive vicarious modelling, constructive feedback and emotionally safe classroom environments, fostering more favourable attitudes and more robust self-efficacy beliefs towards school Geometry.