Perception of the implementation of Mathematics curriculum by Ecuadorian teachers of the zone 9

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Portada 2018, Vol. 7 Núm. 2
Published Jul 2, 2018

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Fernando Polivio Moncayo-Morales
Universidad Tecnológica Indoamérica; Quito, Ecuador
http://orcid.org/0000-0002-1140-1542

Abstract

The new Curriculum of 2016, of the Ecuadorian educational system, promoted by the Ministry of Education, offers to be a solid, well-founded, technical and coherent curriculum, however the present research addresses the criterion of teachers, considering as a starting point the socialization during the elaboration process, the relevance and effectiveness of the massive courses that the Ecuadorian State facilitated prior to the application process. As an aspect highlighted in this study is to analyze the simple or complex that the teachers perceive the selection of content, the development of skills with performance criteria in the classroom, through research with a quantitative approach, they were used as a method of data collection a survey. Among the most outstanding and novel results are that teachers in the area of Mathematics suggest changes in the structure of the current curriculum and that the induction course was unsatisfactory.

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Issue
Vol 7 No 2 (2018): CienciAmérica Magazine (july-december 2018)
Section
Artículos
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How to Cite

[1]
F. P. Moncayo-Morales, “Perception of the implementation of Mathematics curriculum by Ecuadorian teachers of the zone 9”, CienciAmérica, vol. 7, no. 2, pp. 11–20, Jul. 2018, doi: 10.33210/ca.v7i2.159.
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