Exploring in-service university teachers’ beliefs about the design of mathematical tasks

Abstract

An analysis was conducted of university teachers’ beliefs regarding the design of mathematical tasks. This mixed-methods research was carried out in three phases: participant selection, data collection, and data analysis. The sample consisted of 100 university mathematics professors. Data collection was conducted using a questionnaire focused on beliefs about the design of mathematical tasks. Exploratory factor analysis and confirmatory factor analysis were used for data analysis and validation. The results revealed two main components of beliefs: cognitive demand, socio-affective and evaluative aspects (C1), and accessibility and adaptability (C2). In conclusion, it was observed that university professors, when designing mathematical tasks, do not consider the importance of theories in mathematics education, which could limit their students’ mathematical understanding.