Understanding and using mathematics: curriculum changes, teaching challenges, and social opportunities
DOI:
https://doi.org/10.5377/ryr.v53i53.10881Keywords:
mathematical education, mathematical competence, mathematical processes, teaching practice, social progressAbstract
Three areas of actions are described so that mathematics education has a role in individual and social progress: 1) curricular changes, focused on promoting mathematical competence; 2) teaching challenges, focused on changing the vision of mathematics and its teaching and reflecting on one's practice; 3) the social opportunities derived from these changes and challenges, focused on the guiding principles for mathematics education and teaching practices. It is concluded that to achieve these goals, the commitment of all the agents involved is essential: heads of educational policy; school managers; advisers and / or specialists in mathematics; teachers and families.
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© Universidad Francisco Gavidia
Instituto de Ciencia, Tecnología e Innovación (ICTI)
Reality and Reflection
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