This research had as an objective to describe the existing relationships betweenthe beliefs of a group of students of the Professional Practices of Mathematics Education and those of the actors nearest in its formation process. Four types of beliefs were studied: mathematics conceptualization, purposes of the mathematics education, models of mathematics teaching and evaluation models. The methodological approach assumed was the ethnographic education, specifically the study of cases. It is concluded that the personal beliefs should be considered in the framework of a context; since they form part of a network of beliefs well constituted around the school institution and that, any intent by modifying them, involves necessarily to pose actions that consider the assembly of actors involved in the process.
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