Evidence on some pedagogical and didactic trends present in the Costa Rican mathematics curriculum
Guardado en:
| 作者: | |
|---|---|
| 格式: | artículo original |
| 狀態: | Versión publicada |
| Fecha de Publicación: | 2019 |
| 實物特徵: | 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. |
| País: | Portal de Revistas UNA |
| 機構: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| 語言: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/11479 |
| 在線閱讀: | https://www.revistas.una.ac.cr/index.php/uniciencia/article/view/11479 |
| Palabra clave: | education reform curriculum learning education trend math education teaching strategies reforma de la educación plan de estudios aprendizaje tendencia educativa enseñanza de las matemáticas estrategia de enseñanza |