在教师的行为和策略方面，Weiner的归因分析，认为学生的功能是由教师的情绪和行为反应的影响（DS，2002；p-73）这意味着，学生在课堂上的表现可以带来教师的行为或方法对学生和学科本身。此外，Weiner的归因分析带来了明确的信念，课堂中，判断表达，不仅仅体现在学生的行为也是教师对学生的反应（DS，2002；p-73）。席尔瓦，Tadeo，Delos Reyes，和dadigan（http://math.usm.my/research/onlineproc/ed12.pdf，2009），认为尽管在数学教学过程中教师的了解，但仍不足以教学生将知识学习。 另一方面，数学的表现也可以来源于焦虑。根据多尔斯基（1975；被联系起来，2002）的数学教学，培养学生说数学是从一个权威不能学会解决自己的。Stodolsky认为，学生感知的主体很难的能力，而需要学习的权威研究。这种权威是教师作为Stodolsky所说的。
In the aspect of teacher’s behavior and its strategy, Weiner’s attribution analysis supposes that students’ functioning is affected by the teachers’ emotional and behavioral reactions (Stipek, 2002; p-73) which means, students’ performance in the classroom can be brought about by teacher’s behavior or approach towards the students and the subject itself. In addition, Weiner’s attribution analysis brings in clear beliefs that the classroom is the place where judgment is conveyed, not only when it comes to students’ behavior but also the teacher’s response toward the students (Stipek, 2002; p-73). Silva, Tadeo, Delos Reyes, & Dadigan (http://math.usm.my/research/OnlineProc/ED12.pdf, 2009), assume that despite how knowledgeable the teachers are in teaching math, it is still not enough to teach the students and integrate that knowledge towards learning.On the other hand, performance in mathematics can also be rooted from anxiety. According to Stodolsky (1975; cited by Stipek, 2002) mathematics instruction that is fostered in students saying that mathematics is something that is learned from an authority which cannot be figured out on one’s own. Stodolsky supposes that the students perceive the subject as difficult to study on ones ability and rather needing an authority to learn the subject . This authority is the teacher as mentioned by Stodolsky.