Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice

This research paper presents the result of a research process whose objective was to analyze and describe the epistemological beliefs that athematics teachers have about mathematics, its teaching and their relation with their actual teaching practice. The case study methodology was used involving th...

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Autores:
Vesga Bravo, Grace Judith
Falk de Losada, Mary
Tipo de recurso:
Article of journal
Fecha de publicación:
2017
Institución:
Universidad Antonio Nariño
Repositorio:
Repositorio UAN
Idioma:
spa
OAI Identifier:
oai:repositorio.uan.edu.co:123456789/5323
Acceso en línea:
http://revistas.uan.edu.co/index.php/papeles/article/view/449
http://repositorio.uan.edu.co/handle/123456789/5323
Palabra clave:
epistemological beliefs
history of mathematics
fallibilism.
absolutism
constructivism
traditionalism
creencias epistemológicas
historia de las matemáticas
falibilismo
absolutismo
constructivismo
tradicionalismo
Rights
openAccess
License
Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
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network_acronym_str UAntonioN2
network_name_str Repositorio UAN
repository_id_str
spelling Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)Acceso abiertohttps://creativecommons.org/licenses/by-nc-sa/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Vesga Bravo, Grace JudithFalk de Losada, Mary2021-11-10T00:52:18Z2021-11-10T00:52:18Z2017-09-13http://revistas.uan.edu.co/index.php/papeles/article/view/449http://repositorio.uan.edu.co/handle/123456789/5323This research paper presents the result of a research process whose objective was to analyze and describe the epistemological beliefs that athematics teachers have about mathematics, its teaching and their relation with their actual teaching practice. The case study methodology was used involving three teachers, each one of them with over ten years of experience, who conducted a short course about a historical tour of quadratic equations, which was aimed to challenge the epistemological beliefs of the participants and to promote reflections on the matter. In order to collect the information closed questionnaires were applied, semi-structured interviews were conductedand teachers presented a proposal for teaching quadratic equations incorporating the aspects studied in the course. The results evidenced that teachers have endeavored to build a coherent epistemology between mathematics and its teaching and learning, but difficulties do persist.Se presenta el resultado de un proceso investigativo cuyo objetivo fue analizar y describir las creencias epistemológicas que tienen docentes de matemáticas sobre la matemática, su enseñanza y la relación de estas con su práctica docente. Se utilizó una metodología de estudio de casos con la participación de tres docentes, cada uno con más de diez años de experiencia, quienes realizaron un curso de corta duración alrededor de un recorrido histórico de las ecuaciones cuadráticas, que estuvo orientado a desafiar las creencias epistemológicas de los participantes y a promover reflexión al respecto. Para recoger la información se aplicaron cuestionarios cerrados, se realizaron entrevistas semiestructuradas y los docentes presentaron una propuesta para la enseñanza de las ecuaciones cuadráticas incorporando los aspectos estudiados en el curso. Los resultados permiten evidenciar que los docentes se han esforzado en construir una epistemología coherente entre la matemática y su enseñanza y aprendizaje, pero persisten dificultades para lograrlo.application/pdfspaUniversidad Antonio Nariñohttp://revistas.uan.edu.co/index.php/papeles/article/view/449/3822346-09110123-0670PAPELES; Vol. 8 No. 16 (2016); 11-25PAPELES; Vol. 8 Núm. 16 (2016); 11-25epistemological beliefshistory of mathematicsfallibilism.absolutismconstructivismtraditionalismcreencias epistemológicashistoria de las matemáticasfalibilismoabsolutismoconstructivismotradicionalismoEpistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching PracticeCreencias epistemológicas de docentes de matemáticas acerca de la matemática, su enseñanza y su relación con la práctica docenteinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articlehttp://purl.org/coar/version/c_970fb48d4fbd8a85123456789/5323oai:repositorio.uan.edu.co:123456789/53232024-10-09 23:00:49.79https://creativecommons.org/licenses/by-nc-sa/4.0/Acceso abiertometadata.onlyhttps://repositorio.uan.edu.coRepositorio Institucional UANalertas.repositorio@uan.edu.co
dc.title.en-US.fl_str_mv Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice
dc.title.es-ES.fl_str_mv Creencias epistemológicas de docentes de matemáticas acerca de la matemática, su enseñanza y su relación con la práctica docente
title Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice
spellingShingle Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice
epistemological beliefs
history of mathematics
fallibilism.
absolutism
constructivism
traditionalism
creencias epistemológicas
historia de las matemáticas
falibilismo
absolutismo
constructivismo
tradicionalismo
title_short Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice
title_full Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice
title_fullStr Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice
title_full_unstemmed Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice
title_sort Epistemological Beliefs of Mathematics Teachers about Mathematics, its Teaching and its Relationship to Teaching Practice
dc.creator.fl_str_mv Vesga Bravo, Grace Judith
Falk de Losada, Mary
dc.contributor.author.spa.fl_str_mv Vesga Bravo, Grace Judith
Falk de Losada, Mary
dc.subject.en-US.fl_str_mv epistemological beliefs
history of mathematics
fallibilism.
absolutism
constructivism
traditionalism
topic epistemological beliefs
history of mathematics
fallibilism.
absolutism
constructivism
traditionalism
creencias epistemológicas
historia de las matemáticas
falibilismo
absolutismo
constructivismo
tradicionalismo
dc.subject.es-ES.fl_str_mv creencias epistemológicas
historia de las matemáticas
falibilismo
absolutismo
constructivismo
tradicionalismo
description This research paper presents the result of a research process whose objective was to analyze and describe the epistemological beliefs that athematics teachers have about mathematics, its teaching and their relation with their actual teaching practice. The case study methodology was used involving three teachers, each one of them with over ten years of experience, who conducted a short course about a historical tour of quadratic equations, which was aimed to challenge the epistemological beliefs of the participants and to promote reflections on the matter. In order to collect the information closed questionnaires were applied, semi-structured interviews were conductedand teachers presented a proposal for teaching quadratic equations incorporating the aspects studied in the course. The results evidenced that teachers have endeavored to build a coherent epistemology between mathematics and its teaching and learning, but difficulties do persist.
publishDate 2017
dc.date.issued.spa.fl_str_mv 2017-09-13
dc.date.accessioned.none.fl_str_mv 2021-11-10T00:52:18Z
dc.date.available.none.fl_str_mv 2021-11-10T00:52:18Z
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_2df8fbb1
dc.type.version.spa.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.coar.spa.fl_str_mv http://purl.org/coar/resource_type/c_6501
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/article
dc.type.coarversion.none.fl_str_mv http://purl.org/coar/version/c_970fb48d4fbd8a85
format http://purl.org/coar/resource_type/c_6501
status_str publishedVersion
dc.identifier.none.fl_str_mv http://revistas.uan.edu.co/index.php/papeles/article/view/449
dc.identifier.uri.none.fl_str_mv http://repositorio.uan.edu.co/handle/123456789/5323
url http://revistas.uan.edu.co/index.php/papeles/article/view/449
http://repositorio.uan.edu.co/handle/123456789/5323
dc.language.iso.spa.fl_str_mv spa
language spa
dc.relation.none.fl_str_mv http://revistas.uan.edu.co/index.php/papeles/article/view/449/382
dc.rights.none.fl_str_mv Acceso abierto
dc.rights.license.spa.fl_str_mv Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
dc.rights.uri.spa.fl_str_mv https://creativecommons.org/licenses/by-nc-sa/4.0/
dc.rights.accessrights.spa.fl_str_mv info:eu-repo/semantics/openAccess
dc.rights.coar.spa.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0)
Acceso abierto
https://creativecommons.org/licenses/by-nc-sa/4.0/
http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.spa.fl_str_mv Universidad Antonio Nariño
dc.source.none.fl_str_mv 2346-0911
0123-0670
dc.source.en-US.fl_str_mv PAPELES; Vol. 8 No. 16 (2016); 11-25
dc.source.es-ES.fl_str_mv PAPELES; Vol. 8 Núm. 16 (2016); 11-25
institution Universidad Antonio Nariño
repository.name.fl_str_mv Repositorio Institucional UAN
repository.mail.fl_str_mv alertas.repositorio@uan.edu.co
_version_ 1814300376233410560

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