Resumo

HERNANDEZ MORENO, Antonia; ARELLANO GARCIA, Yuridia  e  MARTINEZ SIERRA, Gustavo. Professed and implicit mathematical beliefs of university mathematics teachers. Educ. mat. [online]. 2020, vol.32, n.2, pp.99-121.  Epub 06-Nov-2021. ISSN 2448-8089.  https://doi.org/10.24844/em3202.04.

Teacher beliefs research has focused on basic level teachers and teachers in training, with a great tendency to use Likert scales. On the other hand, research on teachers’ emotions, from valuation theories, argues that these valuations are carried out based on beliefs, goals, etc. of the teachers. The objective of our research was to use this relationship between emotion-belief to identify, in addition to professed beliefs, beliefs implicit in the appraisal cognitive reported in daily self-reports on the class experiences of two higher-level teachers. We identified two types of implicit beliefs: referring to learning and management in the classroom. In addition, 22 mathematical beliefs professed by the teachers that we organize into five categories: mathematics is, learning mathematics is, to learn mathematics, you must teach mathematics, and to teach mathematics, you must. We present some practical implications and some recommendations for future research.

Palavras-chave : Teachers’ beliefs; Appraisal cognitive; Professed beliefs; Implicit beliefs.

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