Creencias docentes sobre las matemáticas: influencia en la enseñanza

Abstract

The present bibliographical investigation is based on the field of mathematics didactics, specifically between two categories; teachers` beliefs and mathematical teaching models, with the objective to demonstrate in a theoretical way the possible implications of teachers` beliefs in the teaching of mathematics. The beliefs are that teachers hold about mathematics and have been presented as a topic of great interest in trying to understand and explain what causes a teacher to direct their actions towards a particular model of teaching. The methodology assumed was the documentary research of bibliographic works. To from the work done, it is proven that the teachers` beliefs hold are subjective and little elaborated knowledge that push or guide their actions, for example, if you believe that the student is a passive subject who only needs to listen and repeat exercises to learn mathematics. This belief is guided in a traditional model of mathematical teaching, on the other hand, to believe that the teaching of mathematics must be worked from the understanding and connection of the contents with the reality of the students, directs the teaching action to a model of resolution of problems. In this perspective, teachers` beliefs are valuable instruments when selecting and defining a teaching model in the classroom, therefore identifying unfavorable beliefs, therefore you can see the need to work from teacher training through the taking of consciousness, the reflection of practice and the contrast of experiences.