bachelorThesis
Creencias docentes y evaluación en matemática
Fecha
2021-02-11Autor
Guzmán Barros, Paola Viviana
Institución
Resumen
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.