Implementation of an Institutional Mathematics Curriculum: From Expectation to Reality
DOI:
https://doi.org/10.15359/ree.27-1.14531Keywords:
mathematics education, curriculum, curriculum evaluation, primary educationAbstract
Objective. This research aimed to analyze the implementation of the mathematics curriculum of a private primary school located in an urban area of Costa Rica. Methodology. It was developed under the post-positivist paradigm, with a mixed design that used content analysis and descriptive statistics. Analysis of results. The review of teachers’ didactic plans, student notebooks, and applied written tests allowed a comparison with the institutional mathematics curriculum and generated inputs for decision-making. Conclusions. It is determined that, during the implementation, the teachers dedicate much time to the area of numbers, neglecting the other mathematical areas. This is evidenced in the number of items included in the written tests. Recommendations. The main recommendation is associated with adjusting the plans for the third school period of that year to correct the problem found; participant observation is also proposed as a complementary tool for future assessment.
References
Alpízar-Vargas, M., & Alfaro-Arce, A. L. (2019). La formación universitaria de docentes de educación primaria: El caso de matemáticas. Uniciencia, 33(2), 110-154. https://doi.org/10.15359/ru.33-2.8
Arnaz, J. A. (1981). La planeación curricular.Trillas.
Artigue, M. (2018). Implementing curricular reforms: A systemic challenge. In Y. Shimizuand, & R. Vithal (Eds), The twenty-fourth ICMI study school mathematics curriculum reforms: Challenges, changes and opportunities (pp. 43-52). University of Tsukuba. https://www.mathunion.org/fileadmin/ICMI/ICMI studies/ICMI Study 24/ICMI Study 24 Proceedings.pdf
Brovelli, M. (2001). Evaluación curricular. Fundamentos en humanidades (4), 101-122. https://dialnet.unirioja.es/ejemplar/117894
Burkhardt, H. (2014). Curricular design and systemic change. Advances in Mathematics Education. In Y. Li, & G. Lappan (Eds.), Mathematics curriculum in school education. Springer (13-34). https://doi.org/10.1007/978-94-007-7560-2_2
Cao, Y. (2018). Chinese mathematics curricular reform in the 21st century. In Y. Shimizuand, & R. Vithal. (Eds), The twenty-fourth ICMI study school mathematics curriculum reforms: Challenges, changes and opportunities (pp. 53-60). Japan University of Tsukuba. https://www.mathunion.org/fileadmin/ICMI/ICMI studies/ICMI Study 24/ICMI Study 24 Proceedings.pdf
Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. Routledge.
Elías Hernández, J. A. (2019). El paradigma en investigación educativa: Construyendo consciencia sobre lo que se hace. In D. M. Arzola Franco (Coord.), Procesos formativos en la investigación educativa. Diálogos, reflexiones, convergencias y divergencias (pp. 59-74). Red de Investigadores Educativos Chihuahua. https://dialnet.unirioja.es/servlet/libro?codigo=736410
Gamboa Graus, M. E., & Borrero Springer, R. Y. (2017). Influencia de los organizadores del curriculum en la planificación de la contextualización didáctica de la matemática. Revista Boletín Redipe, 6(1), 90-112. https://revista.redipe.org/index.php/1/article/view/181
García-Martínez, J. A., Cerdas-Montano, V., & Torres-Vitoria, N. (2018). Gestión curricular en centros educativos costarricenses: Un análisis desde la percepción docente y la dirección. Revista Electrónica Educare, 22(1), 1-28. https://doi.org/10.15359/ree.22-1.11
Loría, J. R., & Lupiáñez, J. L. (2019). Estudio del conocimiento de profesores de de secundaria sobre procesos matemáticos. PNA, 13(4), 247-269. https://doi.org/10.30827/pna.v13i4.8892
Lupiáñez Gómez, J. L., & Ruiz-Hidalgo, J. F. (2018). Learning expectations, development of processes, and active contextualization in Costa Ricas´ mathematics. In Y. Shimizuand, & R. Vithal (Eds), The twenty-fourth ICMI study school mathematics Curriculum reforms: Challenges, changes and opportunities (pp. 261-268). University of Tsukuba. https://www.mathunion.org/fileadmin/ICMI/ICMI studies/ICMI Study 24/ICMI Study 24 Proceedings.pdf
Mena González, J., Mora Fallas, M. del R., Salas Solano, B., Sánchez Ávil, A., Zumbado Castro, M., & Arce Quesada D. (2019). Observación de prácticas de aula y evaluación de los aprendizajes de los estudiantes. In 7 Informe Estado de la Educación (pp. 1-235). PEN. http://repositorio.conare.ac.cr/handle/20.500.12337/7747
Ministerio de Educación Pública. (2012). Reforma curricular en ética, estética y ciudadanía. Programas de matemáticas. I y II ciclo de la Educación primaria, III Ciclo de Educación General Básica y Educación Diversificado. https://www.mep.go.cr/sites/default/files/programadeestudio/programas/matematica.pdf
Molina Bogantes, Z. (2017). Fundamentos del currículo. EUNED.
Morales-López, Y. (2017). Costa Rica: The preparation of mathematics teachers. In Á. Ruiz (Ed.), Mathematics teacher preparation in Central America and the Caribbean: The cases of Colombia, Costa Rica, the Dominican Republic and Venezuela (pp. 39-56). Springer. https://doi.org/10.1007/978-3-319-44177-1_3
Osta, I. (2018). The math curriculum reform in lebanon: Achievenments, problems and challenges. In Y. Shimizuand, & R., Renuka (Eds), The twenty-fourth ICMI study school mathematics Curriculum reforms: Challenges, changes and opportunities (pp. 93-100). University of Tsukuba. https://www.mathunion.org/fileadmin/ICMI/ICMI studies/ICMI Study 24/ICMI Study 24 Proceedings.pdf
Quesada Solano, M. E., Cedeño Suárez, M. A., & Zamora Calvo, J. M. (2007). El diseño curricular en los planes de estudio: Aspectos teóricos y guía metodológica. EUNA.
Rojas Vargas, A. (2017). Planeamiento didáctico. EUNED.
Ruiz, A. (2013). Sétima parte. Dificultades, desafíos y perspectivas. Cuaderno de Investigación y Formación en Educación Matemática, 8 (Especial), 93-100. https://revistas.ucr.ac.cr/index.php/cifem/article/view/11125/10602
Villalobos Zamora, L. R. (2017). Enfoques y diseños de investigación social: Cuantitativos, cualitativos y mixtos. EUNED.
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
