RT Book, Section
T1 Exploring Teacher’s Epistemic Beliefs and Emotions in Inquiry-Based Teaching of Mathematics
A1 Gómez Chacón, Inés María
A1 Fuente, Constantino de la
AB In the present study, we describe the actions and decision-making of teachers in the teaching of modelling, based on their personal epistemology. The teacher’s personal epistemology (epistemic reasoning, beliefs and emotions) acts as a component of the cognitive and emotional conditions of a task required of students. The strategy of analogy as a tool to foster the students’ commitment and motivation in both real world and mathematical transitions, as well as the creation of multiple connections: both vertical (within the world of mathematics) and horizontal (within the real world, outside of mathematics) is prioritised. This paper proposes a conceptualisation of the term personal epistemology, from the current ontology and epistemology of mathematical knowledge.
PB Springer
SN 9783030044312
SN 9783030044329
SN 1869-4918
SN 1869-4926
YR 2019
FD 2019
LK https://hdl.handle.net/20.500.14352/112953
UL https://hdl.handle.net/20.500.14352/112953
LA eng
NO Becas Complutense Del Amo 2015-16
NO Ministerio de Economía y Competitividad
DS Docta Complutense
RD 7 abr 2025