La autoeficacia de la enseñanza de matemáticas de los estudiantes de cuarto años de la Universidad del Azuay y la Universitat Rovira i Virgili.
DOI:
https://doi.org/10.30827/pna.v16i1.18519Palavras-chave:
Educación Primaria, Autoeficacia, Enseñanza de las matemáticas, CreenciasResumo
Esta investigación estudia la autoeficacia de la enseñanza de las matemáticas de los estudiantes de cuarto año del grado de Educación Primaria de la Universidad del Azuay de Cuenca, Ecuador y de la Universitat Rovira i Virgili, Tarragona, España. En este estudio se seleccionan las preguntas de autoeficacia de la enseñanza de las matemáticas del Instrumento Creencias de la Eficacia de la Enseñanza de las Matemáticas. Los resultados obtenidos evidencian diferencias significativas entre los estudiantes de las dos universidades. Este estudio indica que el Currículo Matemático puede influir en la autoeficacia de los estudiantes.
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