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

Authors

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

Bishop, A. (1999). Enculturación matemática. La educación matemática desde una perspectiva cultural. Barcelona: Editorial Paidós. Recuperado de https://maestriamatematicaipc.wikispaces.com/file/view/Enculturación+Matemática.pdf

Chávez, J.; Deler, G. y Suárez, A. (2009). Principales corrientes y tendencia a inicios del siglo XXI de la pedagogía y de la didáctica. Dirección Cubana. Ministerio de Educación.

Espinoza, J. y Zumbado, M. (2015). Planes piloto en la implementación de nuevos programas de Matemáticas. Cuadernos de Investigación y Formación de Educación Matemática, 10(13), 133-142. Recuperado de https://revistas.ucr.ac.cr/index.php/cifem/article/view/19149/19203

Gravemeijer, K. y Teruel, J. (2000). Hans Freudenthal: a mathematician on didactics and curriculum theory. J. Currículo Studies, 32(6), 777-796. Traducción: Norma Saggesse, Fernanda Gallego y Ana Bressan. Recuperado de https://www.researchgate.net/publication/241866337_HANS_FREUDENTHAL_un_matematico_en_Didactica_y_teoria_curricular

Ministerio de Educación Pública [MEP]. (2012). Programas de estudio de Matemáticas para la Educación General Básica y el Ciclo Diversificado. San José, Costa Rica: autor. Recuperado de http://www.mep.go.cr/sites/default/files/programadeestudio/programas/matematica.pdf

Ministerio de Educación Pública [MEP]. (2017). Política Educativa. La persona: centro del proceso educativo y sujeto transformador de la sociedad. San José, Costa Rica: autor. Recuperado de http://www.mep.go.cr/sites/default/files/page/adjuntos/politicaeducativa.pdf

Proyecto Reforma de la Educación Matemática en Costa Rica. (2015). Enfoque_programas_CR (2). [Video]. Recuperado de https://www.youtube.com/watch?v=GkAYX1I3jkY

Ruiz, A. (2013). La reforma de la Educación Matemática en Costa Rica. Perspectiva de la praxis. Cuaderno de Investigación y Formación en Educación Matemática, 8(n.º especial), 93-100. Recuperado de https://revistas.ucr.ac.cr/index.php/cifem/article/view/11125/10602

Soto, J. y Bernardini, A. (2007). La educación actual en sus fuentes filosóficas. San José, Costa Rica: Editorial Universidad Estatal a Distancia.

UNED, ECE, Cátedra de Didáctica de la Matemática (2017). Orientación Académica. Asignatura: 03058 Currículo en la Educación Matemática. San José, Costa Rica: autor.

Zumbado, M. (2015). A propósito de la introducción de la función logarítmica. Una correlación entre la clase “japonesa” y el currículo costarricense de Matemáticas. Cuadernos de Investigación y Formación en Educación Matemática, 10(13), 215-222. Recuperado de https://revistas.ucr.ac.cr/index.php/cifem/article/view/19159/19215

Downloads

Published

2019-07-31

How to Cite

Evidence on some pedagogical and didactic trends present in the Costa Rican mathematics curriculum. (2019). 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)

License

Authors who publish with this journal agree to the following terms:

1. Authors guarantee the journal the right to be the first publication of the work as licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

2. Authors can set separate additional agreements for non-exclusive distribution of the version of the work published in the journal (eg, place it in an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.

3. The authors have declared to hold all permissions to use the resources they provided in the paper (images, tables, among others) and assume full responsibility for damages to third parties.

4. The opinions expressed in the paper are the exclusive responsibility of the authors and do not necessarily represent the opinion of the editors or the Universidad Nacional.


Uniciencia Journal and all its productions are under  Creative Commons Atribución-NoComercial-SinDerivadas 4.0 Unported.

There is neither fee for access nor Article Processing Charge (APC)

How to Cite

Evidence on some pedagogical and didactic trends present in the Costa Rican mathematics curriculum. (2019). Uniciencia, 33(2), 27-41. https://doi.org/10.15359/ru.33-2.3

Comentarios (ver términos de uso)