Creencias detectadas vs. creencias auto informadas de profesores de matemáticas respecto al uso de tecnología digital

Juan Gabriel Molina Zavaleta; Clara Mayo Juárez; Alejandro Miguel Rosas Mendoza

doi:10.31637/epsir-2024-1036

Authors

Juan Gabriel Molina Zavaleta National Polytechnic Institute https://orcid.org/0000-0001-6547-7131
Clara Mayo Juárez National Polytechnic Institute https://orcid.org/0009-0009-4196-3464
Alejandro Miguel Rosas Mendoza National Polytechnic Institute https://orcid.org/0000-0003-3952-5448

DOI:

https://doi.org/10.31637/epsir-2024-1036

Keywords:

digital technology, beliefs, mathematics teachers, narratives, self-perception, comparative analysis, mathematics education, teaching with technology

Abstract

Introduction: This research explores and compares the beliefs inferred by the researchers and the self-perceived beliefs of a group of mathematics teachers in relation to mathematics, its teaching and the use of digital technology. Methodology: It is a qualitative, case study that uses narratives and comparison. Results: In the comparison between the beliefs inferred by the researchers with respect to those self-perceived by the teachers, it was found that the most consistent belief was the post-mastery belief, related to the fact that students must first master mathematical concepts before using digital technology when study mathematics in class. Discussion: It is argued that the characteristics of the participating teachers could explain the results as they were trained in the traditional pencil and paper model. Conclusions: The use of narratives and comparison made it possible to identify beliefs that were deeply rooted in teachers and to learn about other beliefs that were not detected in the narratives.

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Author Biographies

Juan Gabriel Molina Zavaleta, National Polytechnic Institute

Master of Science with Specialization in Educational Mathematics from the Center for Research and Advanced Studies of the IPN (CINVESTAV-IPN). He has been a professor-researcher in the Master of Science in Educational Mathematics Program belonging to CICATA-IPN from 2004 to date. He is the author of articles and book chapters published in various magazines and publishing houses.

Clara Mayo Juárez, National Polytechnic Institute

Clara Mayo Juárez is of Mexican nationality and has a Doctor of Science with a Specialty in Educational Mathematics. Her master's and doctoral studies were carried out at the Center for Research and Advanced Studies of the IPN (CINVESTAV-IPN). She has been a Higher Level teacher since 2008 teaching mathematics classes. She is currently a professor-researcher in the Postgraduate Course in Educational Mathematics at the Research Center for Applied Science and Advanced Technology (CICATA) of the IPN. She is the author of articles and book chapters published in various prestigious indexed magazines, and has also participated as a speaker in various national and international conferences in the area of educational mathematics.

Alejandro Miguel Rosas Mendoza, National Polytechnic Institute

Research professor at CICATA-Legaria of the IPN since 2004. Graduate in Mathematics from the Universidad Veracruzana. Master of Science from CINVESTAV-IPN. Doctor in Educational Mathematics from the CICATA-Legaria of the IPN. Teaching experience since 1990 as a mathematics teacher in institutions such as the National Polytechnic Institute, the Technological Institute of Higher Studies of Monterrey, the Metropolitan Autonomous University, the Veracruzana University, and the College of High School Students of the State of Veracruz. He has directed research projects for the National Polytechnic Institute, ITESM, CFE, CONAHCYT, Iusacell.

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