Estrategia de Desarrollo Profesional Docente para la mejora de la práctica y las creencias en matemáticas, enseñanza y aprendizaje de los docentes de matemáticas de básica y media

This research designs and evaluates a strategy of Teacher Professional Development (TPD) in problem-solving beliefs, to improve beliefs in mathematics, its teaching and learning, as well as the teaching practice of secondary mathematics teachers. For this purpose, an instrument was constructed to as...

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Bibliographic Details
Main Author:	Angel Cuervo Zaida Mabel
Other Authors:	Briceño Martínez John Jairo
Format:	Estudio de caso
Language:	spa
Published:	Universidad Antonio Nariño 2024
Subjects:	creencias sobre las matemáticas, creencias sobre la enseñanza, creencias sobre el aprendizaje, desarrollo profesional docente beliefs about mathematics, beliefs about teaching, beliefs about learning, teacher professional development.
Online Access:	https://repositorio.uan.edu.co/handle/123456789/9878
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Summary:	This research designs and evaluates a strategy of Teacher Professional Development (TPD) in problem-solving beliefs, to improve beliefs in mathematics, its teaching and learning, as well as the teaching practice of secondary mathematics teachers. For this purpose, an instrument was constructed to assess teachers’ beliefs associated with Ernest’s (1989) vision and to determine their profile, which was validated, and its reliability was guaranteed through a confirmatory factor analysis with a sample of n=199 participants. In addition, the reflections on the teaching practice of n=8 female secondary school mathematics teachers who participated in a course-workshop to progress and strengthen beliefs are analyzed