Teacher Beliefs and Pedagogical Practices for Meaningful Learning in Mathematics
DOI:
https://doi.org/10.61454/egnyh938Keywords:
Cognitive competencies, basic education, didactic strategies, educational innovation, educational technologiesAbstract
The teaching of mathematics continues to pose a challenge in various educational contexts, especially in institutions where a traditional model prevails that limits the development of critical thinking and meaningful learning. In this context, the objective of this study was to understand teachers’ perceptions of the pedagogical practices used to promote meaningful learning in mathematics. The study employed a qualitative approach with an interpretive perspective, aimed at analyzing the beliefs, perceptions, and representations that teachers construct regarding mathematics instruction and their relationship to the pedagogical practices implemented in the classroom. Accompanied by a theoretical and literature review, analytical categories were identified related to the use of digital technologies in mathematics education, the implementation of innovative teaching strategies, the role of teachers’ beliefs in shaping teaching processes, as well as the importance of developing students’ cognitive and emotional competencies. The analysis shows that teachers’ mental models significantly influence the selection of methodologies, the integration of technological resources, and the way in which students’ active participation is promoted, thereby shaping the potential for generating contextualized learning. Understanding these teacher representations allows for the strengthening of pedagogical reflection processes, guiding the transformation of educational practices and promoting the implementation of teaching strategies that link mathematical knowledge to students’ everyday reality.
References
Alsaigh, R., & Coyne, I. (2021). Doing a hermeneutic phenomenology research underpinned by Gadamer's philosophy: A framework to facilitate data analysis. International Journal of Qualitative Methods, 20, 1–14. https://doi.org/10.1177/16094069211047820
Ángel Cuervo, L. et al. (2024). Enfoques platonistas vs. resolutivos en matemáticas. Revista Latinoamericana de Pedagogía.
Arequipa Molina, L., et al. (2024). Formación continua docente y su impacto en el rendimiento académico.
Asqui Lema, B. O. (2024). Recursos digitales para el aprendizaje de las matemáticas: Un enfoque documental cualitativo.
Attard, C., & Holmes, K. (2020). An exploration of teacher and student perceptions of blended learning in four secondary mathematics classrooms. Mathematics Education Research Journal, 32(3), 719–740. https://doi.org/10.1007/s13394-020-00359-2
Bakhsh, S. (2023). The impact of gamification on student motivation and engagement in mathematics education. Education and Information Technologies, 28, 12345–12362. https://doi.org/10.1007/s10639-023-11701-9
Bernal Párraga, J. et al. (2024). Gamificación y motivación en matemáticas. Revista Iberoamericana de Educación.
Beswick, K. (2021). The role of teachers’ beliefs in mathematics education: A review. Mathematics Education Research Journal, 33(2), 321–345. https://doi.org/10.1007/s13394-020-00323-0
Booth, A., Sutton, A., & Papaioannou, D. (2021). Systematic approaches to a successful literature review (2nd ed.). SAGE.
Charris Pacheco, M., & Polanco Coronado, A. (2021). Estrategias pedagógicas mediadas por TIC para el mejoramiento del rendimiento académico en matemáticas.
Dichev, C., & Dicheva, D. (2020). Gamifying education: What is known, what is believed and what remains uncertain. International Journal of Educational Technology in Higher Education, 17(9), 1–36. https://doi.org/10.1186/s41239-020-00197-0
Egas Villafuerte, J., et al. (2023). Gamificación como estrategia para mejorar la motivación en el aprendizaje de matemáticas.
Farrell, E. (2020). Researching lived experience in education: ¿Misunderstood or missed opportunity? International Journal of Qualitative Methods, 19, 1–8. https://doi.org/10.1177/1609406920942066
Gallardo Pérez, H., Rosas Boada, J., & Dávila Carrillo, S. (2023). Prácticas pedagógicas y aprendizaje significativo en matemáticas. Revista Colombiana de Educación.
García Martínez, A., & Osorio Díaz, M. (2020). Imaginarios docentes en zonas rurales. Psicología Educativa.
Hodgen, J., & Marks, R. (2021). Teacher beliefs and classroom practices in mathematics education. ZDM – Mathematics Education, 53, 123–135. https://doi.org/10.1007/s11858-020-01187-2
Jiménez, R., & Mendoza, L. (2022). Estrategias lúdicas en matemáticas. Revista Latinoamericana de Tecnología Educativa.
Lichtman, M. (2023). Qualitative research in education: A user's guide (4th ed.). Routledge. https://doi.org/10.4324/9781003281917
Manzano León, A. (2021). Videojuegos educativos en matemáticas. Innovación Educativa.
Mateos Núñez, M. (2021). Metodologías activas en educación STEM y su impacto en la autoeficacia estudiantil.
Mateus, J., & Quiroz Velasco, M. (2022). Formación docente en el uso de tecnologías educativas.
Meléndez Grijalva, M. et al. (2024). Educación centrada en el alumno. Revista Iberoamericana de Pedagogía.
Mora Oleas, P. et al. (2024). Autoeficacia docente y pensamiento crítico. Educación y Sociedad.
Morán Lozano, J., et al. (2023). Estrategias metodológicas para el desarrollo de habilidades de resolución de problemas matemáticos mediante TIC.
OECD. (2022). Mathematics performance (PISA) and student engagement. OECD Publishing. https://doi.org/10.1787/79913c69-en
Osorio Álzate, D., et al. (2021). Aprendizaje cooperativo y herramientas tecnológicas en educación matemática.
Reyes, G. (2020). Uso de las TIC en el aprendizaje de matemáticas en estudiantes de bachillerato.
Salguero Vivanco, J., et al. (2023). Estrategias pedagógicas inclusivas para el aprendizaje significativo en educación básica.
Santos Vera, L., Ortiz Santos, M., & Chávez Pilatasig, J. (2024). Diagnóstico de estrategias didácticas en matemáticas. Revista Ecuatoriana de Educación.
Schukajlow, S., & Krug, A. (2021). Effects of connecting mathematical problems to students’ everyday lives on students’ learning outcomes. Educational Studies in Mathematics, 108, 77–99. https://doi.org/10.1007/s10649-021-10073-2
Sun, Z., & Gao, F. (2020). An investigation of the influence of gamification on student engagement in online learning. Educational Technology Research and Development, 68, 1233–1254. https://doi.org/10.1007/s11423-020-09790-3
Valenzuela Luna, C. et al. (2024). Plataformas digitales y aprendizaje colaborativo. Tecnología y Sociedad Educativa.
Vélez Medina, G., & Caballero Vera, J. (2023). Dominio afectivo en matemáticas. Revista Latinoamericana de Psicología Educativa.
Voogt, J., Laferrière, T., Breuleux, A., Itow, R., Hickey, D., & McKenney, S. (2020). Collaborative design as a form of professional development. Instructional Science, 48, 269–288. https://doi.org/10.1007/s11251-020-09507-5
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Ateneo Educativo
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
