Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Briceño Martínez John JairoAngel Cuervo Zaida Mabel2024-07-042024-07-042024-06-11https://repositorio.uan.edu.co/handle/123456789/9878This research designs and evaluates a strategy of Teacher Professional Development (TPD) in problem-solving beliefs, to improve beliefs in mathematics, its teaching and learning, as well as the teaching practice of secondary mathematics teachers. For this purpose, an instrument was constructed to assess teachers’ beliefs associated with Ernest’s (1989) vision and to determine their profile, which was validated, and its reliability was guaranteed through a confirmatory factor analysis with a sample of n=199 participants. In addition, the reflections on the teaching practice of n=8 female secondary school mathematics teachers who participated in a course-workshop to progress and strengthen beliefs are analyzedspaAcceso a solo metadatoscreencias sobre las matemáticas, creencias sobre la enseñanza, creencias sobre el aprendizaje, desarrollo profesional docentebeliefs about mathematics, beliefs about teaching, beliefs about learning, teacher professional development.Estudio de casoinfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_abf2