Teacher’s Conceptions and Beliefs in Orienting the Solution of Problems of Additive Structure

Abstract

This article describes the concepts and problem types performed by three primary education teachers around the teaching of mathematics and addition in particular We applied the quantitative research approach with a design case study section using a Likert scale questionnaire a test of personal constructs and a self-report The results show that in the scheduled classes the prevailing tendency of traditional teaching and technology It became apparent dichotomy between what teachers think about mathematics and their teaching The additive problems are referred to written statement and numerical exercises whose characteristics correspond to problems in routine phrased containing solution strategy either directly or indirectly