Analysis of Curricular Articulation in the Block: Numbers and Operations, during the Transition from Pre-Basic Education to Basic Education in Honduras
DOI:
https://doi.org/10.5377/paradigma.v31i51.18191Keywords:
curricular articulation, content sequencing, transition, pre-basic education, basic educationAbstract
This research article reflects an analysis of the curricular alignment of the Numbers and Operations Block between the third grade of Pre-Primary Education and the first grade of Basic Education in District No. 1 of Santa Bárbara, Honduras, conducted in the year 2022. The purpose was to address the question: What is the degree of curricular alignment of the Numbers and Operations Block between the third grade of Pre-Primary Education and the first grade of Basic Education in the educational centers of District No. 1 of Santa Bárbara, Honduras, based on documentary analysis and teachers’ perceptions? The study also aimed to reflect on the curricular content sequence outlined in the country’s official documents and the curricular alignment practices that occur during the transition of students between these two educational levels, considering the curricular management by local educational authorities and content development in the classroom. The results highlighted the need for curricular redesign in the official documents of both grades and revealed the similarity of methodological processes employed by teachers, demonstrating satisfactory levels of alignment. Additionally, curricular management was considered crucial for content alignment at an intermediate level.
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