Modeling Chilean Mathematics Teachers’ Instructional Beliefs on Problem Solving Practices



Activando la Resolución de Problemas en las Aulas

Abstract: This study was designed to examine predictors of instructional beliefs related to problem solving that influence mathematics in-service teachers’ practices in the Chilean context. A total of 713 in-service mathematics teachers from various elementary schools participated in the survey study during 2015 and 2016. Results showed that teachers’ traditional beliefs are directly associated with their teacher-centered practices, while there was an indirect relation among reformed beliefs and student centered practices through teachers’ self-efficacy beliefs and their beliefs about the value of problem solving. This association among beliefs and practices suggests that educators and policy makers should be aware of, when designing a teacher professional development, the need to emphasize other variables such as teachers’ self-efficacy and value of the task.

Autores: Farzaneh Saadati¹; Gamal Cerda¹’²;Valentina Giaconi³; Cristian Reyes¼;Patricio Felmer¼

1 Centro de Investigación Avanzada en Educación (CIAE), Universidad de Chile, Santiago, Chile
2 Departamento es de Metodología de la Investigación e Informática Educativa, Facultad de
Educación, Universidad de Concepción, Concepción, Chile
3 Instituto de Ciencias de la Educación, Universidad de O’Higgins, Rancagua, Chile
4 Center for Mathematical Modeling (CMM), Universidad de Chile, Santiago, Chile


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