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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| Formato: | Estudio de caso |
| Lenguaje: | spa |
| Publicado: |
Universidad Antonio Nariño
2024
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| Materias: | |
| Acceso en línea: | https://repositorio.uan.edu.co/handle/123456789/9878 |
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| Sumario: | 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 |
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