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/0000-0002-7149-6336John 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
Published
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.
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