Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Angel Cuervo, Zaida MabelRivera Bocanegra, Jennifer2023-11-292023-11-292018-06-26http://repositorio.uan.edu.co/handle/123456789/8900In this degree work we sought to identify the beliefs of two students of the Bachelor of Mathematics at the Universidad Antonio Nariño (UAN), after an intervention process carried out with two subjects such as Mathematics Didactics II and History of the math.En este trabajo de grado se buscó identificar las creencias de dos estudiantes de la Licenciatura en Matemáticas de la Universidad Antonio Nariño (UAN), después de un proceso de intervención realizado con actividades de dos asignaturas como lo fueron Didáctica de la Matemática II e Historia de la matemática.spaAcceso abiertoCreenciasabsolutismofalibilismoconstructivismo y tradicionalTrabajo de grado (Pregrado y/o Especialización)Beliefsabsolutismfallibilismconstructivism and traditionalinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Artz, A., & Armour-Thomas, E. (1999). A cognitive model for examining teachers’ instructional practice in mathematics: A guide for facilitating teacher reflection. Educational Studies in Mathematics, 40, 211–235.Cañón, C. (1993). Las Matemáticas. Creación y descubrimiento. Madrid: Universidad Pontificia de Comillas.Chassapis, D. (2007). “Integrating the philosophy of mathematics in teacher training courses”. Philosophical Dimensions in Mathematics Education, 61-79. Springer US.Charalambous, C., Panaoura, A., & Philippou, G. (2009). Using the history of mathematics to induce changes in preservice teachers’ beliefs and attitudes: insights from evaluating a teacher education program. Educational Studies in Mathematics, 71, 161–180. DOI: 10.1007/s10649-008-9170-0.Cooney, T., Shealy, B. & Arvold, B. (1998). Conceptualizing belief structures of preservice secondary mathematics teachers. Journal for Research in Mathematics Education, 29(3),306-333.Corrales, M. (2010). “Métodos varios de recolección de información cualitativa”. San José,Costa Rica: Universidad Estatal a Distancia.Cross, D. (2009). Alignment, cohesion, and change: Examining mathematics teachers’ belief structures and their influence on instructional practices. Journal of Mathematics Teacher Education, 12, 325–346. DOI 10.1007/s10857-009-9120-5.Cross, D. (2015). Dispelling the notion of inconsistencies in teachers’ mathematics beliefs and practices: A 3-year case study. Journal of Mathematics Teacher Education, 18, 173–201. DOI 10.1007/s10857-014-9276-5.Ernest, P. (1989). The knowledge, beliefs and attitudes of the mathematics teacher: a model. Journal of Education for Teaching. Vol 15, nº 1, pp. 13-33.Ernest (2000) Los valores y la imagen de las matemáticas: una perspectiva filosófica. Inglaterra: Centro de Educación. Universidad de Exeter.instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/