THE PRACTICES OF TEACHERS DURING THE TEACHING OF MATHEMATICS ARE SUPPORTED BY THE BELIEFS THEY HAVE ABOUT HOW THIS SUBJECT SHOULD BE APPROACHED, AN ASPECT THAT HAS AN IMPACT ON STUDENT LEARNING, WHO GENERALLY PERCEIVE IT AS AN INCOMPREHENSIBLE MECHANICAL ACTIVITY. AND IN WHICH A SERIES OF ALGORITHMS MUST BE FOLLOWED TO REACH A RESULT. FROM THE ABOVE, THE QUESTION ARISES: WHAT ARE THE BELIEFS THAT MATHEMATICS TEACHERS HAVE REGARDING THE TEACHING PROCESS? AND THE SEARCH FOR THE METHODOLOGIES USED IN THE CLASSROOM. OBJECTIVE: TO ANALYSE THE BELIEFS OF BASIC AND SECONDARY GENERAL EDUCATION TEACHERS IN MATHEMATICS DURING THE TEACHING PROCESS. DESIGN: THE RESEARCH WAS DEVELOPED UNDER A QUANTITATIVE APPROACH OF A DESCRIPTIVE NATURE. SETTING AND PARTICIPANTS: THE SAMPLE IS MADE UP OF 100 TEACHERS OF BASIC AND SECONDARY EDUCATION IN MATHEMATICS FROM THREE REGIONS OF CHILE. DATA COLLECTION AND ANALYSIS: DUE TO THE CURRENT HEALTH CRISIS, A LIKERT QUESTIONNAIRE WAS SENT TO EACH OF THE STUDY PARTICIPANTS THROUGH GOOGLE DRIVE. SUBSEQUENTLY, THE INFORMATION WAS PROCESSED AND QUANTITATIVELY ANALYSED WITH THE STATISTICAL SOFTWARE SPPS 25.0. RESULTS: STATISTICALLY SIGNIFICANT DIFFERENCES ARE EVIDENCED ACCORDING TO THE SPECIALTY, PLACE OF WORK, ADMINISTRATION, AND GENDER OF THE PARTICIPANTS. CONCLUSIONS: TEACHERS CONCEIVE THAT KNOWING, LEARNING, AND APPLYING KNOWLEDGE IN MATHEMATICS ARE POSSIBLE THROUGH ROTE AND ROUTINE ACTIVITIES. IN ADDITION, FOR TEACHERS WITH 5 TO 8 YEARS OF PRACTICE, TEACHING ATHEMATICS ALLOWS THE DEVELOPMENT OF PROBLEM-SOLVING SKILLS.

THE AIM OF THIS STUDY WAS TO ANALYZE THE BELIEFS OF SECONDARY STUDENTS FROM DOMINGO ORTIZ DE ROZAS HIGH SCHOOL OF COELEMU, CHILE AND ITS RURAL AREAS REGARDING THE SUBJECT OF MATHEMATICS AND PROBLEM SOLVING DUE TO THE TEACHING AND LEARNING PROCESS. THE RESEARCH WAS DEVELOPED UNDER A QUANTITATIVE APPROACH OF QUASI-EXPERIMENTAL DESCRIPTIVE DESIGN SURVEY TYPE (N=156). AS A BASIS WAS USED THE CLOSED SURVEY OF BARRANTES (2008), ADAPTED BASED ON THE FEEDBACK PROVIDED BY EXPERT JUDGMENT. THE RESULTS SHOW STATISTICALLY SIGNIFICANT DIFFERENCES RELATED TO ORIGIN AND ACADEMIC PERFORMANCE IN THEIR BELIEFS ABOUT MATHEMATICS AND PROBLEM SOLVING WHEN CONSIDERING THE USEFULNESS OF THE CONTENTS IN THE LEARNING PROCESS AND HOW THIS SUBJECT ALLOWS THE DEVELOPMENT OF SKILLS. ACCORDING TO GENDER, IT WAS OBSERVED DIFFERENCES IN THEIR BELIEFS ABOUT MATHEMATICS, HOWEVER RELATED TO PROBLEM SOLVING, NO STATISTICALLY SIGNIFICANT DIFFERENCES WERE FOUND. IT WAS CONCLUDED THAT THE LEARNING EXPERIENCES ABOUT MATHEMATICS AND PROBLEM SOLVING FROM RURAL SECTOR STUDENTS ARE RELATED TO THE DEVELOPMENT OF ADVERSE ATTITUDES TOWARDS THE SUBJECT, SINCE THEY DO NOT FIND USE AND PURPOSE OF ITS APPLICATIONS IN THEIR EVERYDAY LIFE. © 2019 LUTHERAN UNIVERSITY OF BRAZIL. ALL RIGHTS RESERVED.

THE BELIEFS FROM THE AREA OF MATHEMATICS TEACHER TRAINING ALLOW US TO UNDERSTAND THE FUNCTION THAT FUTURE EDUCATION PROFESSIONALS ASSIGN TO MATHEMATICAL ACTIVITIES, INCLUDING PROBLEM SOLVING, AND HOW IN THIS TYPE OF ACTIVITIES IT IS POSSIBLE TO INCORPORATE THE CULTURAL KNOWLEDGE OF THE STUDENTS, WHEN THE TEACHING PROCESS TAKES PLACE IN CULTURALLY DIVERSE CLASSROOMS. OBJECTIVE: TO ANALYZE THE BELIEFS OF MATHEMATICS UNDERGRADUATE STUDENTS FROM A UNIVERSITY IN THE DEPARTMENT OF NARIÑO ABOUT PROBLEM SOLVING AND CULTURAL KNOWLEDGE IN CULTURALLY DIVERSE CLASSROOMS. DESIGN: A DESCRIPTIVE METHODOLOGICAL COMPLEMENTARITY RESEARCH DESIGN WAS USED, SINCE THIS GIVES THE POSSIBILITY OF UNDERSTANDING AND CONTRASTING THE QUANTITATIVE AND QUALITATIVE INFORMATION. SCENARIO AND PARTICIPANTS: THE SAMPLE CONSISTED OF 60 UNDERGRADUATE STUDENTS IN MATHEMATICS. DATA COLLECTION AND ANALYSIS: THE INFORMATION WAS COLLECTED THROUGH A LIKERT-TYPE QUESTIONNAIRE WITH 35 STATEMENTS AND 3 OPEN QUESTIONS, WHICH WERE ANALYZED IN THE SPPS 25.0 AND ATLAS TI 9.0 SOFTWARE. RESULTS: FAVORABLE BELIEFS ARE EVIDENCED IN THE PARTICIPANTS TO WORK ON SOLVING PROBLEMS IN CULTURALLY DIVERSE CLASSROOMS AND DURING THE DEVELOPMENT OF THIS ACTIVITY TO INTEGRATE THE CULTURAL KNOWLEDGE OF STUDENTS. CONCLUSIONS: THE NEED TO IMPROVE MATHEMATICS TEACHER TRAINING CURRICULA TO DEVELOP THE TEACHING PROCESS IN CULTURALLY DIVERSE CLASSROOMS IS EXPOSED.

EL PRESENTE ENSAYO EXPONE CÓMO LA MIGRACIÓN HACIA CHILE IMPACTA EN LA MATRÍCULA DE ESTUDIANTES EXTRANJEROS EN ESTABLECIMIENTOS EDUCACIONALES DEL PAÍS. ESTE ACONTECIMIENTO PLANTEA UN DESAFÍO AL PROFESORADO: ENSEÑAR DESDE UNA MIRADA INTERCULTURAL E INTEGRAR LA CULTURA DE LAS Y LOS ESTUDIANTES MIGRANTES DURANTE EL APRENDIZAJE ESCOLAR. EN ESTE NUEVO E INTERCULTURAL ESCENARIO, LA ASIGNATURA DE MATEMÁTICA, A TRAVÉS DE LA RESOLUCIÓN DE PROBLEMAS, PROPONE UNA ALTERNATIVA PARA INCLUIR CARACTERÍSTICAS DE ESTOS/AS ESTUDIANTES, COMO SU PROCEDENCIA, HISTORIA Y CULTURA. POR CONSIGUIENTE, ES NECESARIO TRABAJAR DESDE UN NUEVO ENFOQUE LA FORMACIÓN INICIAL DE PROFESORES Y PROFESORAS DE ESTA ESPECIALIDAD, EL CUAL POSIBILITE LAS HERRAMIENTAS Y CONOCIMIENTOS QUE INCORPOREN LA CULTURA A LOS OBJETIVOS DE APRENDIZAJE DE ESTA ASIGNATURA, Y COMPRENDER CÓMO, A PARTIR DE ESTAS ACTIVIDADES, ES FACTIBLE FOMENTAR LA INCLUSIÓN Y VALORACIÓN DE LA DIVERSIDAD CULTURAL EN LAS AULAS.