This study was designed to examine predictors of instructional beliefs related to problem solving that influence mathematics in-service teachers’ practices in the Chilean context. A total of 713 in-service mathematics teachers from various elementary schools participated in the survey study during 2015 and 2016. Results showed that teachers’ traditional beliefs are directly associated with their teacher-centered practices, while there was an indirect relation among reformed beliefs and student-centered practices through teachers’ self-efficacy beliefs and their beliefs about the value of problem solving. This association among beliefs and practices suggests that educators and policy makers should be aware of, when designing a teacher professional development, the need to emphasize other variables such as teachers’ self-efficacy and value of the task.
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The authors are thankful to the ARPA team—mentors, teachers, and researchers, specially Dr Lisa Darragh—for their support and interest in this work.
Funding from FONDEF ID14I20338 and PIA-CONICYT Basal Funds for Centers of Excellence Project FB0003 is gratefully acknowledged. VG thanks the CONICYT-PCHA/Doctorado Nacional/2013 21130684. FS is also grateful to the support of CONICYT/Fondecyt Postdoctoral Project 3170673.
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Saadati, F., Cerda, G., Giaconi, V. et al. Modeling Chilean Mathematics Teachers’ Instructional Beliefs on Problem Solving Practices. Int J of Sci and Math Educ 17, 1009–1029 (2019). https://doi.org/10.1007/s10763-018-9897-8
- Classroom practices
- Instructional beliefs
- Mathematics problem solving
- Structural equation modeling
- Value of problem solving