Study on the beliefs of mathematics, its teaching and learning in secondary teachers in Colombia.

Authors

Zaida Mabel Angel-Cuervo

Universidad Antonio Nariño

[email protected]

https://orcid.org/0000-0002-7149-6336

John Jairo Briceño-Martínez

Universidad Antonio Nariño

[email protected]

https://orcid.org/0000-0002-2285-8396

Andrés Bernal-Ballén

Universidad Antonio Nariño

[email protected]

https://orcid.org/0000-0003-2033-3817

Abstract

Studying teachers' beliefs is important because they are constructs that influence teaching practice and evaluating them allows us to understand how they can be improved. The objective was to identify beliefs about mathematics, its teaching and learning, and to analyze the relationship between the three variables involved. A quantitative methodological design with non-probabilistic convenience sampling was used. The instrument was applied to 199 mathematics teachers and obtained a Cronbach's alpha of 0.803. The results indicated that teachers tend to have platonist (less adequate) and problem-solving (more adequate) beliefs and that there is a moderate association between the three variables evaluated, which could indicate that there is a coherence between teachers' beliefs both in what they know about mathematics and in its teaching and learning.

Keywords

beliefs mathematics teaching learning teacher

How to Cite

Angel-Cuervo, Z. M., Briceño-Martínez, J. J., & Bernal-Ballén, A. (2024). Study on the beliefs of mathematics, its teaching and learning in secondary teachers in Colombia. RECIE. Revista Caribeña De Investigación Educativa, 8(2), 47–66. https://doi.org/10.32541/recie.v8i2.700

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References

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Section

Research article

Author Biographies

Zaida Mabel Angel-Cuervo, Universidad Antonio Nariño

Zaida Mabel Angel Cuervo is an outstanding academic with a career dedicated to education and research in mathematics. Since 2014, she has worked at Universidad Antonio Nariño in Bogotá and since 2007 at Colegio Distrital Paulo Freire. She has also had work experience at Universidad La Gran Colombia and Fundación Centro de Investigación Docencia y Consultoría Administrativa. He holds a doctorate in Education from the Universidad Antonio Nariño, a master's degree in Education from the Universidad Pedagógica Nacional and a bachelor's degree in Mathematics from the Universidad Distrital Francisco José de Caldas. Her most outstanding publications include articles in journals such as Eurasia Journal of Mathematics, Science and Technology Education and Bolema: Boletim de Educação Matemática, focusing on the evaluation of mathematics teachers' beliefs and the contrast between teaching practices and epistemological beliefs about teaching and learning mathematics.

John Jairo Briceño-Martínez, Universidad Antonio Nariño

John Jairo Briceño Martínez holds a PhD in Education from Universidad de Granada (Spain). He is currently Dean of the School of Education and Director of the Master’s in Education at the Universidad Antonio Nariño (UAN). He is also advisor to the Education Room of the Ministry of Education of Colombia. He has directed numerous Master’s in Education dissertations and is the author of several scientific articles in the field of education, which have been related to the training of higher education teachers.

Andrés Bernal-Ballén, Universidad Antonio Nariño

Is awarded under-degree in teaching chemistry, master’s degree in chemistry teaching and a doctorate in chemistry and materials technology. He is a researcher in education, particularly in didactic of sciences. Currently, is supervising three doctoral theses and has several publications in the field of science education and is the director of the education doctoral program at Antonio Nariño University


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