Creencias docentes y evaluación en matemática

Abstract

The present monographic work aims to establish the relationship between teaching beliefs and evaluation in Mathematics during educational processes. With this objective, basic elements will be analyzed, such as conceptualizations, characteristics and typologies of the teaching beliefs around this subject; On the other hand, essential aspects will also be boarded around conceptualizations, characteristics, functions and principal mathematic evaluative modalities. For the realization of this work, were consulted scientific articles and research in this area. Amoung the main results found are that the teaching beliefs in Mathematics are subjective theories about knowledge, cognitive, affective, evaluative and social, they can be absolutist (objective and exact science) or fallibilists (subjective and human science), and they manifest in a diverse range of behaviors. Respect to mathematical evaluation, this is a comprehensive and flexible process that contributes to the educational process´s optimization, also it is applied at different times (beginning, process, end), with various functions (diagnostic, instructive, educational, self-training, pedagogical, social) and according to educational purposes, modalities and instruments are incorporated. Thus, teaching beliefs are incorporated into the teacher's cognitive scheme, defining their evaluative practices, selection of contents, modalities, types and evaluation´s instruments to implement in the pedagogical practice.