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

  1. Giaconi, Valentina 1
  2. Perdomo-Díaz, Josefa 2
  3. Cerda, Gamal 3
  4. Saadati, Farzaneh 4
  1. 1 Universidad de Chile, Université Grenoble Alpes
  2. 2 Universidad de La Laguna
    info

    Universidad de La Laguna

    San Cristobal de La Laguna, España

    ROR https://ror.org/01r9z8p25

  3. 3 Universidad de 
Concepción
  4. 4 Universidad de Chile
    info

    Universidad de Chile

    Santiago de Chile, Chile

    ROR https://ror.org/047gc3g35

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

ISSN: 0212-4521,  2174-6486

Year of publication: 2018

Volume: 36

Issue: 3

Pages: 99-120

Type: Article

DOI: 10.5565/REV/ENSCIENCIAS.2351 DIALNET GOOGLE SCHOLAR lock_openDDD editor

More publications in: Enseñanza de las ciencias: revista de investigación y experiencias didácticas

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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Deseamos agradecer a los revisores y editores sus valiosos aportes para mejorar este trabajo. También al proyecto ARPA, a monitores, profesores e investigadores y especialmente a Patricio Felmer. Además, deseamos agradecer el apoyo de PIA-CONICYT Basal Funds for Centers of Excellence Project FB0003. JP agradece el Proyecto EDU2017-84276-R. FS agradece el apoyo de CONICYT/Fondecyt Postdoctoral Project 3170673.

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