Mathematics teachers’ epistemological belief consists of the epistemic beliefs about mathematics and pedagogy. Epistemological belief about mathematics refers to teachers' understanding of mathematics which includes five conceptions -dualism, pluralism, separative relative absolutism, connective relative absolutism, and relative fallibilism. Epistemological belief about pedagogy indicates teachers’ understanding of teaching, which also consists five conceptions, such as behaviorism, cognitivism, information processing constructivism, individual constructivism and social constructivism. Thus, a two-dimension tendency epistemological belief system, which owned by mathematics teachers, is formed by epistemic beliefs about mathematics and pedagogy intertwining together. In which, the teachers' disposition of epistemological belief about mathematics can be examined from their knowing about the truthfulness, value, objectivity and structure of mathematics. And the teachers' epistemological belief about pedagogy can be examined from their knowing about aims, nature, methods, and operation of teaching, nature of learning, role of students, the learning capacity of students and the factors influenced learning. From combining the subject of knowing with the tendency of knowing, a special scale can be formed to access mathematics teachers’ epistemological belief.%数学教师的认识信念由数学认识信念、教学认识信念组成。数学认识信念指教师对数学本体的认识，包括二元绝对论、多元绝对论、分离性相对绝对论、联系性相对绝对论、相对可误论等5种观念。教学认识信念指教师对教学本质的认识，包括行为主义、认知主义、信息加工建构主义、个人建构主义、社会建构主义等5种观念。数学认识信念与教学认识信念相互交织形成数学教师特有的二维认识信念倾向系统。从对数学的真理性、价值性、客观性、结构性的不同认识，可以考量教师的数学认识信念倾向，从对教学目的、教学本质、教学方法、教学操作、学习本质、学生角色、学生学习能力、影响学习的因素的不同认识，可以考查教师的教学认识信念。将认识对象与认识倾向结合，组成一个测量数学教师教学认识信念的特殊量表。
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