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oai:docta.ucm.es:20.500.14352/1129532025-09-12T16:45:19Zcom_20.500.14352_14col_20.500.14352_15

Exploring Teacher’s Epistemic Beliefs and Emotions in Inquiry-Based Teaching of Mathematics Gómez Chacón, Inés María Fuente, Constantino de la Didáctica Matemáticas (Matemáticas) 5801 Teoría y Métodos Educativos Becas Complutense Del Amo 2015-16 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. Ministerio de Economía y Competitividad (España) Depto. de Álgebra, Geometría y Topología Instituto de Matemática Interdisciplinar (IMI) TRUE pub 2024-12-18T14:52:51Z 2024-12-18T14:52:51Z 2019 book part https://hdl.handle.net/20.500.14352/112953 1869-4918 10.1007/978-3-030-04432-9_9 eng Advances in Mathematics Education info:eu-repo/grantAgreement/MINECO//EDU2013-44047-P/ES/CARACTERIZACION DEL CONOCIMIENTO ESPECIALIZADO DEL PROFESORADO DE MATEMATICAS/ restricted access application/pdf Springer