Adaptation of a questionnaire to assess the epistemological beliefs of mathematics in secondary school teachers

  • Annia Esther Vizcaino Escobar Universidad Central Marta Abreu de Las Villas
  • Arianys Cadalso Romero
  • Mayra Manzano Mier
DOI: https://doi.org/10.5209/rev_RCED.2015.v26.n2.42981
Keywords: adaptation, questionnaire, epistemological beliefs about mathematics, teachers, junior high

Abstract

The objective of the study is to determine the psychometric properties of the Epistemological Beliefs Questionnaire on Mathematics. 171 Secondary School Mathematics Teachers of the Central Region of Cuba participated. The results show acceptable internal consistency. The factorial structure of the scale revealed three major factors, consistent with the Model of the Three Constructs: beliefs about knowledge, about learning and teaching. Irregular levels in the development of the epistemological belief system about mathematics of these teachers were shown, with a tendency among naivety and sophistication poles. In conclusion, the questionnaire is useful for evaluating teacher’s beliefs about mathematics.

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Author Biography

Annia Esther Vizcaino Escobar, Universidad Central Marta Abreu de Las Villas
Profesora de Psicología de la Universidad Central de Las Villas, 11 años de experiencia en la docencia. Máster en psicopedagogía. Coordina el trabajo metodológico del área de la Psicología General. Dirige un proyecto sobre la calidad del aprendizaje.
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Published
2015-02-03
How to Cite
Vizcaino Escobar A. E., Cadalso Romero A. y Manzano Mier M. (2015). Adaptation of a questionnaire to assess the epistemological beliefs of mathematics in secondary school teachers. Revista Complutense de Educación, 26(2), 255-273. https://doi.org/10.5209/rev_RCED.2015.v26.n2.42981
Issue
Vol. 26 No. 2 (2015)
Section
Articles

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