TEACHERS’ RESISTANCE AND BELIEFS ABOUT TEACHING MATHEMATICS
In this article, partial results of a doctoral research are presented that partly investigated teachers' beliefs about teaching mathematics and their relationship with resistance to the field of Mathematics Education. In a qualitative research approach, historical events are studied that reveal...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Mato Grosso (UFMT) |
| Repositorio: | Revista Reamec |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicoscientificos.ufmt.br:article/16742 |
| Acceso en línea: | https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/16742 |
| Access Level: | acceso abierto |
| Palabra clave: | Mathematics Teachers Mathematics Education Resistance Beliefs about Teaching Mathematics Profesores de Matemáticas Educación Matemática Resistencia Creencias sobre la enseñanza de las matemáticas Professores de Matemática Educação Matemática Resistência Crenças sobre o Ensino de Matemática |
| Sumario: | In this article, partial results of a doctoral research are presented that partly investigated teachers' beliefs about teaching mathematics and their relationship with resistance to the field of Mathematics Education. In a qualitative research approach, historical events are studied that reveal devices of resistance with power-knowledge relationship effects in the field of Mathematics Education. It is concluded that, historically, events reveal divergences regarding the teaching of mathematics as Mathematics Education was established as an academic and research field and, in relation to teachers' beliefs, teaching practices still persist without differences in initial training in both degrees, as well as the future bachelor’s in mathematics. |
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