Estudio de la relación entre las creencias sobre las matemáticas, su enseñanza y su aprendizaje en profesores de secundaria de Colombia
Autores/as
Zaida Mabel Angel-Cuervo
Universidad Antonio Nariño
[email protected] https://orcid.org/0000-0002-7149-6336John Jairo Briceño-Martínez
Universidad Antonio Nariño
[email protected] https://orcid.org/0000-0002-2285-8396Andrés Bernal-Ballén
Universidad Antonio Nariño
[email protected] https://orcid.org/0000-0003-2033-3817Detalles
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Resumen
Estudiar las creencias de los profesores es importante porque son constructos que influyen en la práctica de la enseñanza, y evaluarlas permite entender cómo se pueden mejorar. El objetivo fue identificar las creencias sobre las matemáticas, su enseñanza y su aprendizaje, que son las tres variables de este estudio, y analizar su relación. Se utilizó un diseño metodológico cuantitativo con un muestreo no probabilístico por conveniencia. El instrumento fue aplicado a 199 profesores de matemáticas, y obtuvo un alfa de Cronbach de 0.803. Los resultados indicaron que los docentes tienden a tener creencias platonistas (menos adecuadas) y de resolución de problemas (más adecuadas), y que existe una asociación moderada entre las tres variables evaluadas, lo que podría indicar que hay una coherencia entre las creencias de los profesores tanto en lo que saben sobre las matemáticas como en su enseñanza y su aprendizaje.
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Derechos de autor 2024 Zaida Mabel Angel Cuervo, John Jairo Briceño Martínez, Andrés Bernal Ballén
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