Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0)Falk de Losada, MaryVesga Bravo, Grace Judith2023-05-162023-05-162017-02-17http://repositorio.uan.edu.co/handle/123456789/8014This research aimed to analyze and describe the epistemological beliefs that have mathematics teachers in training and in service about mathematics, its teaching and learning, understand how they were structured and how they are transformed, to propose elements that must be consider in training programs aimed at achieving more productive beliefs towards teaching and learning mathematics.Esta investigación tuvo como objetivo analizar y describir las creencias epistemológicas que tienen docentes de matemáticas en formación y en servicio sobre la matemática, su enseñanza y aprendizaje, comprender cómo se estructuraron y cómo se transforman, para proponer elementos que se deben considerar en los programas de formación encaminados a lograr creencias más productivas hacia la enseñanza y aprendizaje de las matemáticas.spaAcceso abiertoMatemáticas - enseñanza510Tesis y disertaciones (Maestría y/o Doctorado)Mathematics - teachinginfo: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.Bohórquez, L. (2013). Cambio de concepciones de un grupo de futuros profesores de matemática sobre su gestión del proceso de enseñanza-aprendizaje en un ambiente de aprendizaje fundamentado en la resolución de problemas. I Congreso de Educación Matemática de América Central y el Caribe. Santo Domingo, 6 al 8 de noviembre (paper).Buehl, M. & Fives, H. (2009). Exploring Teachers' Beliefs About Teaching Knowledge: Where Does It Come From? Does It Change?. The Journal of Experimental Education, 77(4), 367-408, DOI: 10.3200/JEXE.77.4.367-408.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- 008-9170-0Cooney, T. (1985). A beginning teacher‘s view of problem solving. Journal for Research in Mathematics Education, 16, 324–336.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.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.Davis, P., Hersh, R. & Marchisotto, E. (2012). The Mathematical Experience. Boston: Birkhäuser.instname:Universidad Antonio Nariñoreponame:Repositorio Institucional UANrepourl:https://repositorio.uan.edu.co/