Modeling Chilean Mathematics Teachers' Instructional Beliefs on Problem Solving Practices

被引：12

作者：

Saadati, Farzaneh ^{[1
]}

Cerda, Gamal ^{[1
,2
]}

Giaconi, Valentina ^{[3
]}

Reyes, Cristian ^{[1
,4
]}

Felmer, Patricio ^{[1
,4
]}

机构：

[1] Univ Chile, CIAE, Santiago, Chile

[2] Univ Concepcion, Fac Educ, Dept Metodol Invest & Informat Educ, Concepcion, Chile

[3] Univ OHiggins, Inst Ciencias Educ, Rancagua, Chile

[4] Univ Chile, CMM, Santiago, Chile

来源：

INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION | 2019年 / 17卷 / 05期

关键词：

Classroom practices; Instructional beliefs; Mathematics problem solving; Self-efficacy; Structural equation modeling; Value of problem solving; SELF-EFFICACY; EDUCATION; VALUES;

D O I：

10.1007/s10763-018-9897-8

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页码：1009 / 1029

页数：21

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