Modeling Chilean Mathematics Teachers' Instructional Beliefs on Problem Solving Practices

被引：12

作者：

Saadati, Farzaneh ^{[1
]}

Cerda, Gamal ^{[1
,2
]}

Giaconi, Valentina ^{[3
]}

Reyes, Cristian ^{[1
,4
]}

Felmer, Patricio ^{[1
,4
]}

机构：

[1] Univ Chile, CIAE, Santiago, Chile

[2] Univ Concepcion, Fac Educ, Dept Metodol Invest & Informat Educ, Concepcion, Chile

[3] Univ OHiggins, Inst Ciencias Educ, Rancagua, Chile

[4] Univ Chile, CMM, Santiago, Chile

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2019年 / 17卷 / 05期

关键词：

Classroom practices; Instructional beliefs; Mathematics problem solving; Self-efficacy; Structural equation modeling; Value of problem solving; SELF-EFFICACY; EDUCATION; VALUES;

D O I：

10.1007/s10763-018-9897-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

This study was designed to examine predictors of instructional beliefs related to problem solving that influence mathematics in-service teachers' practices in the Chilean context. A total of 713 in-service mathematics teachers from various elementary schools participated in the survey study during 2015 and 2016. Results showed that teachers' traditional beliefs are directly associated with their teacher-centered practices, while there was an indirect relation among reformed beliefs and student-centered practices through teachers' self-efficacy beliefs and their beliefs about the value of problem solving. This association among beliefs and practices suggests that educators and policy makers should be aware of, when designing a teacher professional development, the need to emphasize other variables such as teachers' self-efficacy and value of the task.

引用

页码：1009 / 1029

页数：21

共 50 条

[21] The relation between teachers' beliefs and assessment practices in mathematics
Mandujano, ANGeLICA F. A. B. I. A. N. A. O. V. I. E. D. O.
Niebla, JOAQUiN C. A. S. O.
Barbera, C. O. R. A. L. GONZaLEZ
BORDON-REVISTA DE PEDAGOGIA, 2024, 76 (04):
[22] Secondary Teachers' Mathematics-related Beliefs and Knowledge about Mathematical Problem-solving
Siswono, T. Y. E.
Kohar, A. W.
Hartono, S.
INTERNATIONAL SEMINAR ON MATHEMATICS, SCIENCE, AND COMPUTER SCIENCE EDUCATION (MSCEIS 2016), 2017, 812
[23] The roles of teachers' beliefs and instructional practices in students' mathematical mindset
Piyakun, Araya
Phusee-Orn, Songsak
FRONTIERS IN EDUCATION, 2025, 10
[24] Mathematics Teachers' Perceptions of Effective Instructional Practices and Engaging the iGeneration
McInnis, Elizabeth Yvonne
Cornelious, Linda F.
Murphy, Jessica L.
Prince, Debra
Yu, Wei-Chieh Wayne
INTERNATIONAL JOURNAL OF TEACHER EDUCATION AND PROFESSIONAL DEVELOPMENT, 2021, 4 (02) : 1 - 18
[25] Beliefs and curricular practices of Chilean Physics teachers in Secondary Education
Rodriguez Amador, Ruben
Lopez Yanez, Julian
ENSENANZA DE LAS CIENCIAS, 2020, 38 (02): : 121 - 139
[26] Mathematics teachers' assessment of accounts of problem solving
Teledahl, Anna
PROCEEDINGS OF THE TENTH CONGRESS OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME10), 2017, : 3596 - 3603
[27] Secondary Teachers' Remote Instructional Practices in Mathematics for Students With Disabilities
Enders, Olivia G.
Kostewicz, Douglas
JOURNAL OF SPECIAL EDUCATION TECHNOLOGY, 2023, 38 (01) : 50 - 60
[28] Instructional coherence as perceived by prospective mathematics teachers: A case study in Chilean universities
Rojas, Francisco
Chandia, Eugenio
PROCEEDINGS OF THE NINTH CONFERENCE OF THE EUROPEAN SOCIETY FOR RESEARCH IN MATHEMATICS EDUCATION (CERME9), 2015, : 2909 - 2915
[29] MATHEMATICS FOR LEARNING TO THINK The role of beliefs in problem solving
Vidal Costa, Enrique
REVISTA DE INVESTIGACION EN EDUCACION, 2005, 2 : 205 - 211
[30] Secondary School Mathematics Teachers' Instructional Practices in the Integration of Mathematics Analysis Software (MAS)
Mailizar, Mailizar
Fan, Lianghuo
INTERNATIONAL ELECTRONIC JOURNAL OF MATHEMATICS EDUCATION, 2021, 16 (01)

← 1 2 3 4 5 →