Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education

Detalhes bibliográficos
Autor(a) principal: Tortora, Evandro
Data de Publicação: 2020
Outros Autores: Antonio Pirola, Nelson
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista de Educação Matemática (Online)
Texto Completo: https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/424
Resumo: This article aims to interpret the self-efficacy beliefs of early childhood teachers and their perceptions about problem solving when working with mathematical knowledge in practices with children. Using qualitative and quantitative methods, the responses of the teachers were analyzed against a self-efficacy scale (answered by 115 teachers) and an open questionnaire (answered by 55 teachers). The results show that teachers have positive self-efficacy beliefs in relation to working with mathematics in early childhood education and working with problem solving, however, they have perceptions about problem solving that differ from the theoretical framework, which are close to the sense common, indicating the need to develop continuing education programs that address different ways of working with problem solving in Early Childhood Education.  
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spelling Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood EducationPercepciones y creencias de autoeficacia en el trabajo con las matemáticas y la resolución de problemas en la Educación InfantilPercepções e crenças de autoeficácia no trabalho com matemática e Resolução de Problemas na Educação InfantilChild EducationMathematicsSelf-efficacyProblem solvingEducación InfantilMatemáticasAutoeficaciaSolución de ProblemasEducação InfantilMatemáticaAutoeficáciaResolução de ProblemasThis article aims to interpret the self-efficacy beliefs of early childhood teachers and their perceptions about problem solving when working with mathematical knowledge in practices with children. Using qualitative and quantitative methods, the responses of the teachers were analyzed against a self-efficacy scale (answered by 115 teachers) and an open questionnaire (answered by 55 teachers). The results show that teachers have positive self-efficacy beliefs in relation to working with mathematics in early childhood education and working with problem solving, however, they have perceptions about problem solving that differ from the theoretical framework, which are close to the sense common, indicating the need to develop continuing education programs that address different ways of working with problem solving in Early Childhood Education.  Este artículo tiene como objetivo interpretar las creencias de autoeficacia de los maestros de primera infancia y sus percepciones sobre la resolución de problemas al trabajar con conocimientos matemáticos en prácticas con niños. Utilizando métodos cualitativos y cuantitativos, las respuestas de los profesores se analizaron frente a una escala de autoeficacia (respondida por 115 profesores) y un cuestionario abierto (respondido por 55 profesores). Los resultados muestran que los docentes tienen creencias positivas de autoeficacia en relación al trabajo con las matemáticas en la educación infantil y al trabajo con la resolución de problemas, sin embargo, tienen percepciones sobre la resolución de problemas que difieren del marco teórico, las cuales se acercan al sentido común, lo que indica la necesidad de desarrollar programas de educación continua que aborden diferentes formas de trabajar con la resolución de problemas en la Educación Infantil.Este estudo teve por objetivo interpretar as crenças de autoeficácia de professoras da Educação Infantil e suas percepções sobre resolução de problemas frente ao trabalho com conhecimentos matemáticos nas práticas com as crianças. Por meio de métodos qualitativos e quantitativos, fez-se a análise das respostas das docentes frente a uma escala de autoeficácia (respondida por 115 professoras) e de um questionário aberto (respondido por 55 professoras). Os resultados apontaram que as professoras têm crenças de autoeficácia positivas com relação ao trabalho com matemática na Educação Infantil e com o trabalho com a resolução de problemas, porém, apresentaram percepções sobre resolução de problemas que divergem do referencial teórico, as quais se aproximam do senso comum, indicando a necessidade do desenvolvimento de programas de formação continuada que abordem diferentes formas de se trabalhar com resolução de problemas na Educação Infantil. Sociedade Brasileira de Educação Matemática (SBEM)2020-10-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/42410.37001/remat25269062v17id424Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020046Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020046Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020046Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e0200462526-9062reponame:Revista de Educação Matemática (Online)instname:Sociedade Brasileira de Educação Matemática (SBEM)instacron:SBEMporhttps://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/424/219https://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/openAccessTortora, EvandroAntonio Pirola, Nelson2021-05-05T18:50:10ZRevistahttps://www.revistasbemsp.com.br/index.php/REMat-SPONG
dc.title.none.fl_str_mv Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education
Percepciones y creencias de autoeficacia en el trabajo con las matemáticas y la resolución de problemas en la Educación Infantil
Percepções e crenças de autoeficácia no trabalho com matemática e Resolução de Problemas na Educação Infantil
title Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education
spellingShingle Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education
Tortora, Evandro
Child Education
Mathematics
Self-efficacy
Problem solving
Educación Infantil
Matemáticas
Autoeficacia
Solución de Problemas
Educação Infantil
Matemática
Autoeficácia
Resolução de Problemas
title_short Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education
title_full Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education
title_fullStr Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education
title_full_unstemmed Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education
title_sort Perceptions and beliefs of self-efficacy in working with mathematics and problem solving in Early Childhood Education
author Tortora, Evandro
author_facet Tortora, Evandro
Antonio Pirola, Nelson
author_role author
author2 Antonio Pirola, Nelson
author2_role author
dc.contributor.author.fl_str_mv Tortora, Evandro
Antonio Pirola, Nelson
dc.subject.por.fl_str_mv Child Education
Mathematics
Self-efficacy
Problem solving
Educación Infantil
Matemáticas
Autoeficacia
Solución de Problemas
Educação Infantil
Matemática
Autoeficácia
Resolução de Problemas
topic Child Education
Mathematics
Self-efficacy
Problem solving
Educación Infantil
Matemáticas
Autoeficacia
Solución de Problemas
Educação Infantil
Matemática
Autoeficácia
Resolução de Problemas
description This article aims to interpret the self-efficacy beliefs of early childhood teachers and their perceptions about problem solving when working with mathematical knowledge in practices with children. Using qualitative and quantitative methods, the responses of the teachers were analyzed against a self-efficacy scale (answered by 115 teachers) and an open questionnaire (answered by 55 teachers). The results show that teachers have positive self-efficacy beliefs in relation to working with mathematics in early childhood education and working with problem solving, however, they have perceptions about problem solving that differ from the theoretical framework, which are close to the sense common, indicating the need to develop continuing education programs that address different ways of working with problem solving in Early Childhood Education.  
publishDate 2020
dc.date.none.fl_str_mv 2020-10-11
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/424
10.37001/remat25269062v17id424
url https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/424
identifier_str_mv 10.37001/remat25269062v17id424
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistasbemsp.com.br/index.php/REMat-SP/article/view/424/219
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by-nc/4.0/
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by-nc/4.0/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
publisher.none.fl_str_mv Sociedade Brasileira de Educação Matemática (SBEM)
dc.source.none.fl_str_mv Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020046
Revista de Educação Matemática; ##issue.vol## 17 (2020): Publicação Contínua; e020046
Revista de Educação Matemática; Vol. 17 (2020): Publicação Contínua; e020046
Revista de Educação Matemática; v. 17 (2020): Publicação Contínua; e020046
2526-9062
reponame:Revista de Educação Matemática (Online)
instname:Sociedade Brasileira de Educação Matemática (SBEM)
instacron:SBEM
instname_str Sociedade Brasileira de Educação Matemática (SBEM)
instacron_str SBEM
institution SBEM
reponame_str Revista de Educação Matemática (Online)
collection Revista de Educação Matemática (Online)
repository.name.fl_str_mv
repository.mail.fl_str_mv
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