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Creencias matemáticas profesadas e implícitas de profesores universitarios de matemáticas

  • Antonia Hernández Moreno [1] ; Yuridia Arellano García [1] ; Gustavo Martínez Sierra [1]
    1. [1] Universidad Autónoma de Guerrero

      Universidad Autónoma de Guerrero

      México

  • Localización: Educación matemática, ISSN-e 0187-8298, ISSN 1665-5826, Vol. 32, Nº. 2, 2020, págs. 99-121
  • Idioma: español
  • DOI: 10.24844/EM3202.04
  • Títulos paralelos:
    • Professed and implicit mathematical beliefs of university mathematics teachers
  • Enlaces
  • Resumen
    • español

      Las investigaciones de creencias de profesores se han centrado en el nivel básico y en el de formación, con una gran tendencia al uso de las escalas Likert. Por otro lado, investigaciones sobre emociones de profesores desde las teorías de valoración, sostienen que esas valoraciones son realizadas en función de las creencias, metas, etc. de los profesores. El objetivo de nuestra investigación fue utilizar esta relación entre emoción-creencia para identificar, además de creencias profesadas, creencias implícitas en las valoraciones cognitivas reportadas en auto-informes diarios sobre las experiencias de clase de dos profesores de nivel superior. Identificamos dos tipos de creencias implícitas: referidas al aprendizaje y a la gestión en el aula. Además, 22 creencias matemáticas profesadas por los profesores que organizamos en cinco categorías: matemáticas es, aprender matemáticas es, para aprender matemáticas se debe, enseñar matemáticas es, y para enseñar matemáticas se debe. Presentamos algunas implicaciones prácticas y algunas recomendaciones para futuras investigaciones.

    • English

      Teacher beliefs research has focused on basic level teachers and teachers in training, with a great tendency to use Likert scales. On the other hand, research on teachers’ emotions, from valuation theories, argues that these valuations are carried out based on beliefs, goals, etc. of the teachers. The objective of our research was to use this relationship between emotion-belief to identify, in addition to professed beliefs, beliefs implicit in the appraisal cognitive reported in daily self-reports on the class experiences of two higher-level teachers. We identified two types of implicit beliefs: referring to learning and management in the classroom. In addition, 22 mathematical beliefs professed by the teachers that we organize into five categories: mathematics is, learning mathematics is, to learn mathematics, you must teach mathematics, and to teach mathematics, you must. We present some practical implications and some recommendations for future research.

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