Resumen

VESGA-BRAVO, Grace Judith  y  LOSADA, Mary Falh de. Epistemological Beliefs of Pre-Service and In-Service Math Teachers, Their Teaching and Learning. Rev. colomb. educ. [online]. 2018, n.74, pp.243-267. ISSN 0120-3916.

This paper presents the results of a research that aimed to analyze and describe the epistemological beliefs of six pre-service math teachers and three in-service math teachers, as well as their teaching and learning, in order to understand how they were structured and how they change. A qualitative approach was used through case studies, where participants attended courses aimed at challenging their epistemological beliefs and encouraging them to reflect on them. The tools used were closed questionnaires and semi-structured interviews. We were able to identify that it is an intensive teaching experience that allows the creation and consolidation of epistemological beliefs, that undergraduate programs are a stage in which the epistemological beliefs previously formed in school are permanently adjusted, and that the training received, both implicit and explicit, is difficult and slow to assimilate. It was also possible to establish that the epistemological beliefs of pre-service and in-service teachers are in constant confrontation. This enables both initial and continuing education programs to have a more effective and explicit influence on their construction or transformation. Finally, we propose a number of elements that should be taken into consideration in training programs, aimed at achieving beliefs that are consistent with the goals of mathematics education.

Palabras clave : epistemological beliefs; history of mathematics; fallibilism; absolutism; constructivism; traditionalism.

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