“…For example, the disposition measurement scale by Beyers (2011) splits mathematical dispositions into the cognitive, affective and conative functions, encompassing views, values, emotions and tendencies in thinking and behaviours. More recently, Ulia and Kusmaryono (2021) developed the Mathematical Disposition Questionnaire, including confidence, flexibility, perseverance, interest, inventiveness, appreciation, reflection and monitoring. Another approach is to adopt the qualitative approaches for exploring teacher dispositions, which include semi-structured interviews (Brownlee et al ., 2001), teachers’ reflective logs or journals (LaBelle and Belknap, 2016; Schussler et al ., 2010) and observational methods (Thornton, 2006).…”