Contenidos Curriculares enseñados en Matemáticas en la Educación General Básica

Abstract

In schooling, the organization of contents is essential, given an extensive compulsory curriculum, particularly in the subject of Mathematics, the teacher has a fundamental role to play: select, organize and pose a sequence of contents tailoring them to the particularities of students, for the development of skills with established performance criteria, but what is that curriculum taught? The aim of this paper was to describe what contents are taught in Mathematics in the tenth year of EGB, the sequence in which they were addressed, as well as the relevance of these sequences considering the characteristics and needs of the students, as well as the conditions of time and resources available. This study was developed from a mixed approach, at an exploratory level. Techniques were used such as: documentary analysis, structured interview, participant observation and survey. For data recording, tools were used such as: document analysis guide, questionnaires and field journals. 57 students from the tenth year of the Educational Unit Ricardo Muñoz Chavez and the teacher of Mathematics participated. The results show that the mathematical contents are immersed in the skills with criterion of performance and in the indicators of evaluation, in the national curriculum it was found that they are 78 contents. We have worked on 53 contents following the sequence presented in the text, with the scarce resources that it possesses and with the time established, without taking into account the characteristics and needs of the students.