IN-SERVICE PRIMARY EDUCATION TEACHERS' CONCEPTIONS OF MATHEMATICS IN CONTEXT

This paper reports the results of a study aimed at identifying the conceptions that working teachers have about teaching mathematics in context. For this purpose, a quantitative, exploratory and non-experimental cross-sectional methodology was used. A questionnaire with a Likert-type scale was used for data collection, composed of 25 statements, all of them related to the teaching and learning of mathematics in context, through five dimensions: mathematical processes, mathematical skills, mathematical contextualization, national mathematics curriculum and conditions for working in context. The main findings show that teachers mostly agree or strongly agree with each of the statements formulated in the five dimensions considered. These results allow us to conclude that active teachers value and recognize the teaching of mathematics in context as a strategy that could facilitate the learning of all students.