A proposal for the study of mathematics teachers’ beliefs through the analysis of their practices
Author:
Funder
Agencia Nacional de Investigación y Desarrollo
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s13394-024-00496-y.pdf
Reference31 articles.
1. Aguirre, J., & Speer, N. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of Mathematical Behavior, 18(3), 327–356. https://doi.org/10.1016/S0732-3123(99)00034-6
2. Beltrán-Pellicer, P., & Godino, J. D. (2020). An onto-semiotic approach to the analysis of the affective domain in mathematics education. Cambridge Journal of Education, 50(1), 1–20. https://doi.org/10.1080/0305764X.2019.1623175
3. Breda, A., Font, V., & Pino-Fan, L. R. (2018). Evaluative and normative criteria in didactics of mathematics: The case of didactical suitability construct. Bolema - Mathematics Education Bulletin, 32(60), 255–278. https://doi.org/10.1590/1980-4415v32n60a13
4. Breda, A., Pino-Fan, L. R., & Font, V. (2017). Meta didactic-mathematical knowledge of teachers: Criteria for the reflection and assessment on teaching practice. Eurasia Journal of Mathematics, Science and Technology Education, 13(6), 1893–1918. https://doi.org/10.12973/eurasia.2017.01207a
5. Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3), 175–190. https://doi.org/10.1080/00461520.1996.9653265
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