This paper presents the results obtained from a research study aimed at exploring the main beliefs and conceptions of teachers who teach mathematics at the secondary level in Honduras (students from 13 to 18 years old), in relation to teaching, learning and the assessment of mathematics. The results show, among other aspects, that for Honduran teachers, learning mathematics is achieved through student participation, a belief that is more accentuated in teachers with a bachelor's degree, and that evaluation is a process that improves teaching. and learning, although it must be treated with great care due to errors and inaccuracies. As conclusions, we highlight the need to improve the initial and continuous training of teachers so that they use resources that favor student participation, and improve evaluation processes.
You may also start an advanced similarity search for this article.
