Prácticas docentes, autoeficacia y valor en relación con la resolución de problemas de matemáticasdiseño y validación de un cuestionario

  1. Valentina Giaconi 1
  2. Josefa Perdomo Díaz 2
  3. Gamal Cerda Etchepare 3
  4. Farzaneh Saadati 1
  1. 1 Universidad de Chile
    info

    Universidad de Chile

    Santiago de Chile, Chile

    GRID grid.443909.3

  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    GRID grid.10041.34

  3. 3 Universidad de Concepción
    info

    Universidad de Concepción

    Concepción, Chile

    GRID grid.5380.e

Journal:
Enseñanza de las ciencias: revista de investigación y experiencias didácticas

ISSN: 0212-4521

Year of publication: 2018

Volume: 36

Issue: 3

Pages: 99-120

Type: Article

Export: RIS
DOI: 10.5565/rev/ensciencias.2351 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

Abstract

This article presents the design and validation of a questionnaire for mathematics teachers on their perceptions of their own teaching practices and motivational beliefs related to problem solving. We analyzed the responses of 549 teachers who completed the questionnaire. Psychometric analyses provided evidence of reliability and validity based on the internal structure. This is an original instrument because it connects the affective domain with teaching practices in problem solving. It may be useful for both the research and evaluation of professional development or innovative programs. Particularly, it allows the study of the relationships between motivational beliefs and teaching practices in mathematical problem solving.

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