Beliefs about assessment in the mathematics classroom according to the teacher's academic profile

Authors

  • Adriana Patricia Medina-Güette Licenciada en Matemáticas. Estudiante de Maestría en Educación Matemática, Benemérita Universidad Autónoma de Puebla
  • Sánchez Ruiz José Gabriel Doctor en ciencias con especialidad en matemática educativa. Profesor de carrera tiempo completo, Universidad Nacional Autónoma de México
  • Alfonso Díaz Furlong Doctor en Física aplicada. Profesor investigador/director administrativo, Benemérita Universidad Autónoma de Puebla

DOI:

https://doi.org/10.29059/rpcc.20240601-176

Keywords:

beliefs, teacher beliefs, teaching, learning assessment, academic profile

Abstract

The purpose of the study was to identify the beliefs of mathematics teachers about the evaluation of student learning, taking into account their academic profile. Under a quantitative and exploratory-descriptive approach, an instrument designed in a Likert-type format was applied to inquire about teachers' beliefs about assessment. Twenty-nine Mexican mathematics teachers with different academic profiles participated: engineers, graduates in computer science, applied mathematics and graduates in areas related to education. It was found that, despite the fact that the participating teachers are not specifically trained to be teachers, their answers do not evidence some of the most common beliefs in the educational field; rather, they are inclined to give the evaluation process a more reflective sense in their teaching practice. However, it is concluded that the academic profile has an influence on the beliefs of interest, given that, in topics such as the types of evaluation they use and the use they give to the results of this, there were differences between each group of teachers.

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Published

2024-06-01

Issue

Vol. 15 No. 1 (2024): Enero- Junio 2024

Section

Investigación empírica y análisis teórico

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