Creencias matemáticas profesadas e implícitas de profesores universitarios de matemáticas

Abstract

Teacher beliefs research has focused on basic level teachers and teachers in training, with a great tendency to use Likert scales. On the other \nhand, research on teachers’ emotions, from valuation theories, argues that these valuations are carried out based on beliefs, goals, etc. of the teachers. The \nobjective of our research was to use this relationship between emotion-belief to identify, in addition to professed beliefs, beliefs implicit in the appraisal \ncognitive 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 \nmanagement in the classroom. In addition, 22 mathematical beliefs professed by the teachers that we organize into five categories: mathematics is, learning \nmathematics is, to learn mathematics, you must teach mathematics, and to teach mathematics, you must. We present some practical implications and some \nrecommendations for future research.