Evidence on some pedagogical and didactic trends present in the Costa Rican mathematics curriculum

DOI: https://doi.org/10.15359/ru.33-2.3
Keywords: education reform, curriculum, learning, education trend, math education, teaching strategies

Abstract

The pedagogical and didactic trends present in the Costa Rica math curriculum have led the style of the lesson organization proposed by the Ministry of Public Education since 2012. Every step in the class is based on ideas from different sources: constructivism, socioculturalism, realistic pragmatism, realistic mathematical education, as well as Japanese, French and American ideas. This paper aims to present the link between theory and the actions that can be performed with students by posing a problem, solving it, and having the teacher’s assistance, as proposed in the Costa Rican curriculum. It can be established that each trend is present and produces an impact when performing each step proposed for classwork since the foundation and the historical and theoretical backgrounds are solid; therefore, the methodological proposal can be trusted.

References

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Published
2019-07-31
How to Cite
Zumbado-Castro, M. (2019). Evidence on some pedagogical and didactic trends present in the Costa Rican mathematics curriculum. Uniciencia, 33(2), 27-41. https://doi.org/10.15359/ru.33-2.3
Issue
Vol 33 No 2 (2019): Uniciencia. July-December, 2019
Section
Original scientific papers (evaluated by academic peers)

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