Concepciones y creencias del profesorado de Secundaria sobre enseñanza y aprendizaje de las matemáticas

Abstract

This work describes and characterizes the conceptions and beliefs on mathematics teaching and learning sustained by Andalucian secondary teachers’. It is an exploratory study. Survey technique is used by means of a closed multiple-choice scale questionnaire applied to a sample of the studied population (N = 163). The design and production of the closed multiple-choice scale questionnaire are based on the empirical identification of teachers’ opinions, the inductive generation of a theoretically founded system of categories useful to classify such opinions and the process control done by experts. A descriptive study of teachers’ valuations establishes the level of acceptance for each category. The factor analysis of the data let us detect a general factor that establishes the global conception sustained by the teachers on this topic. The general factor is structured by means of 16 partial factors, which show several teachers’ beliefs.