Considerations on the curricular content of mathematics and its relationship with attitudes

Authors

  • Eliel Jiménez Bonilla Ministerio de Educación de Nicaragua
  • William Oswaldo Flores López Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense https://orcid.org/0000-0002-1016-1620

DOI:

https://doi.org/10.5377/recsp.v2i1.8165

Keywords:

Curricular Content, Attitudes towards mathematics, Emotions, Teaching, Learning

Abstract

This research tries to describe the attitudes toward mathematics, have influence in the teaching and learning of the discipline and the need to approach from an analysis of the curricular content of secondary education of Nicaragua. It is a qualitative study from an approach of the grounded theory that allowed to explain the theory and its relations between the categories. Therefore, a question guide was proposed for the revision of the following documents: basic and secondary education curriculum; math program from seventh to eleventh grade; and seventh to eleventh grade math textbook. It is concluded that there is presence of the attitudinal component in the curricular contents of the mathematics discipline, as well as emotional components as a transversal axis of Nicaraguan mathematics education.

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Author Biographies

Eliel Jiménez Bonilla, Ministerio de Educación de Nicaragua

Licenciado en Ciencias de la Educación con Mención en Matemáticas. Asesor Metodológico del Ministerio de Educación-Rama.

William Oswaldo Flores López, Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense

Doctor en Educación. Profesor Investigador de la Universidad de las Regiones Autónomas de la Costa Caribe Nicaragüense.

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Published

2019-06-30

How to Cite

Jiménez Bonilla, E., & Flores López, W. O. (2019). Considerations on the curricular content of mathematics and its relationship with attitudes. Revista Electrónica De Conocimientos, Saberes Y Prácticas, 2(1), 36–46. https://doi.org/10.5377/recsp.v2i1.8165

Issue

Vol. 2 No. 1 (2019)

Section

Educational Research

License

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