Epistemology of teaching practices in mathematical problem solving: An emerging diagnostic
Epistemología de la práctica docente en la resolución de problemas matemáticos: Un diagnóstico emergente
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The study addresses the need to develop heuristic frameworks in mathematics education that facilitate problem solving and close the gap between theory and practice. This article, based on a qualitative ethnographic methodology, analyzes the interactions and emerging meanings in teaching practices in the Colombian context. The sample included teachers, students and graduates of engineering and management careers, intentionally selected to represent diverse perspectives. Through in-depth interviews, participant observation and document analysis, data were collected, categorized and coded inductively. The main results highlight the importance of effective instructional strategies, the incorporation of ICT, and adaptation to changes such as those imposed by the COVID-19 pandemic. In addition, teachers' beliefs and attitudes were identified as significantly influencing their pedagogical practices and students' ability to solve complex mathematical problems. The configuration of the epistemology of teaching practice is based on the description of these emerging elements and their interactions to improve the teaching and learning of mathematics in university contexts, offering a comprehensive understanding of the educational dynamics that can inform policies and practices to improve the teaching and learning of mathematics in university contexts.
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