Epistemological beliefs in relation to the Content, teaching and learning of mathematics teachers

One result of the research is paper "integral intervention mathematics' teaching and learning processes" developed in a public university Colombia, Latin America. The analysis epistemological beliefs group academics from Mathematics Department, who teach subjects to engineer technology students presented. We performed descriptive quantitative cohort research. objective was identify regarding content, learning, teaching. 56 participants were included voluntary sample, which majority engineers. A questionnaire adapted Vizcaíno, with specific domain mathematical beliefs, approached multidimensional model de Schommer used as measuring instrument. results showed that, general, teachers' system are naive or simple some topics sophisticated. It observed percentage teachers didn't assume precise position their when responding neutrally questionnaire, could be interpreted lack reflection on practice, revealed need generate discussion spaces for promoting reflective practices that improve learning. Likewise, training history, knowledge, didactics evidenced, promotes better mathematics practices.