Beliefs towards mathematics in the formation of primary education of the Bluefields Normal School
DOI:
https://doi.org/10.5377/recsp.v5i1.15119Keywords:
Beliefis, Mathematics, Training, Primary EducationAbstract
This study has identified the beliefs towards mathematics in the training of primary education teachers at Bluefield’s Normal School. It is quantitative research based on a descriptive design with the effective participation of 118 women and men belonging to the South Caribbean Coast of Nicaragua. The main results show that the beliefs towards mathematics are positive with a mean of 142.43 and a standard deviation of 17.01. Furthermore, these beliefs arise because: (i) Mathematics is an integral and transversal subject; (ii) incorporates pedagogical and didactic processes in the curricular contents; (iii) develops comprehension and research skills and abilities; (iv) experiencing the practices in the community are essential to solve problems; (v) positive attitudes help reduce factors of insecurity, mistrust, and anxiety; (vi) a methodological approach to mathematics from a disruptive perspective is necessary. It’s concluded that beliefs in mathematics are necessary for the formation of mathematical skills.
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