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espanolSe presentan los resultados de un taller de desarrollo profesional (PDW) para maestros de matematicas sobre sus creencias sobre matematicas (N = 82). El taller, titulado RPAula, estuvo dirigido a profesores de primaria y se centro en la resolucion de problemas (en adelante PS). Las creencias de los profesores en el estudio estan relacionadas con la naturaleza de las matematicas, el aprendizaje de las matematicas y los logros en matematicas, asi como con el tipo de practicas, experiencias y evaluaciones de la importancia del PS y el uso del PS en el aula. Los resultados mostraron que al participar en la PDW, los maestros debilitaron sus ideas acerca de que las matematicas fueran un proceso rigido, estructurado y eminentemente formal. Asimismo, la participacion en la PDW tambien disminuyo la percepcion de los maestros sobre sus roles de liderazgo durante el proceso de aprendizaje, incrementando su valoracion de las practicas de PS centradas en los estudiantes. Tambien se observo que disminuyo la percepcion de los profesores de que el acceso al aprendizaje de las matematicas es una condicion fija o un hecho inalterable asociado con las habilidades innatas de los estudiantes, el genero o los estereotipos etnicos. Ademas, los maestros reportaron mejoras en su autopercepcion de competencia y autoeficacia para implementar PS en el aula con sus alumnos. Se discuten estos hallazgos y sus implicaciones para el aprendizaje y la ensenanza de matematicas y la ensenanza. EnglishResults are presented about the effect of a professional development workshop (hereinafter PDW) for mathematics teachers regarding their beliefs about mathematics (N=82). The workshop, titled RPAula, was aimed at primary school teachers and it focused on problem solving (hereinafter PS). The teachers beliefs under study are related to the nature of mathematics, the learning of mathematics and achievement in mathematics, as well as to the type of practices, experiences, and assessments of the importance of PS and the use of PS in the classroom.The results showed that by participating in the PDW, teachers weakened their ideas about mathematics being a rigid, structured and eminently formal process. Likewise, participation in the PDW also lessened teachers’ perceptions of their leading roles during the learning process, increasing their appraisal of PS practices that are student-centered. It was also noted that teachers’ perception that access to mathematics learning is a fixed condition or an unalterable fact associated with students’ innate abilities, gender or ethnic stereotypes, also diminished. In addition, teachers reported improvements in their self-perception of competence and self-efficacy to implement PS in the classroom with their students. These findings and their implications for mathematics learning and teaching are discussed in this article.

psychology, society and education

The effect of a professional development program workshop about problem solving on mathematics teachers’ ideas about the nature of mathematics, achievements in mathematics, and learning in mathematics