Abstract

This article presents the results of a study on the teaching styles and the epistemological beliefs of the mathematics teachers of secondary education, graduated from the University of Costa Rica. Also, given that the research followed a descriptive and correlational methodology, a questionnaire of unique selection items was applied to 110 Mathematics teachers, for data collection. On the other hand, the epistemological and pedagogical dimensions linked to the teaching styles were analyzed through the Factorial Analysis of Correspondences (AFC), since this allows to find similarities in projections of few dimensions according to the response modalities obtained. Finally, these findings offer a frame of reference for assumptions related to Mathematics, the nature of the discipline and its teaching, which are useful for analyzing classroom practices and teacher training.

Keywords beliefs; correspondence analysis; math teachers; Secondary education; teaching style