School mathematics and curriculum change (1945-2014). The case of rational numbers

Autor/innen

  • Elena Castro-Rodríguez University of Granada
  • José L. Lupiáñez University of Granada
  • Juan F. Ruiz-Hidalgo University of Granada
  • Luis Rico University of Granada
  • Ángel Díez University of Granada

Schlagworte:

Curriculum change, Mathematics Curriculum, Compulsory education, Diachronic study, Rational numbers

Abstract

This paper presents a descriptive and comparative analysis of four math programs that have been into effect in Spain from 1945 to 2014. This diachronic study focuses on the analysis of treatment of mathematics in each of them, with the rational numbers like benchmark and by using a content
analysis method. The similarities and differences among the four programs show emphasis, priorities and conceptions of the school mathematics curriculum at different times in our country.

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Veröffentlicht

2015-12-01

Zitationsvorschlag

Castro-Rodríguez, E., Lupiáñez, J. L., Ruiz-Hidalgo, J. F., Rico, L., & Díez, Ángel. (2015). School mathematics and curriculum change (1945-2014). The case of rational numbers. Profesorado, Revista De Currículum Y Formación Del Profesorado, 19(3), 420–438. Abgerufen von https://revistaseug.ugr.es/index.php/profesorado/article/view/18903

Ausgabe

Bd. 19 Nr. 3 (2015): Dealing again with early school leaving? An analysis of policies, practices, and subjectivities

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