Mathematics Beliefs in Secondary Education: A Systematic Review
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Abstract
This study presents a systematic review of beliefs about mathematics in secondary education (ages 12–16), analyzing scientific literature published between 2022 and 2026. Following the PRISMA 2020 guidelines, 41 studies were selected, including 38 empirical studies and 3 systematic reviews. The review combined bibliometric analysis and qualitative content analysis. The results identify mathematical self-efficacy and self-concept as the most frequently investigated variables and the most consistent predictors of academic achievement. Furthermore, the perceived utility value of mathematics is associated with greater persistence in STEM pathways. The effectiveness of growth mindset interventions depends on the educational context and teachers’ beliefs. In addition, factors such as family support, stereotypes, and teachers’ expectations influence the development of students’ mathematical beliefs and shape their educational trajectories.
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This work is licensed under a Creative Common License (CC BY 3.0 ES)
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