The purpose of this work is to highlight how the current Spanish education system supports the development of both scientific and mathematic competences. We understand these competences as the set of skills and capabilities needed to use mathematics or science when the situation requires. For that purpose, we have carried out a curricular didactical analysis of the current regulations in Andalusia. This analysis intends to reveal how the new educational systems emphasize the development of the formative character of teaching-learning processes, which has been overshadowed by the functional and the instrumental characters in Science and Mathematics Education. The findings of the research show that the objectives set out in the law are aimed at developing in students a number of attributes such as personal autonomy, creativity, tolerance, empathy, critical spirit, etc. From our point of view, all of these attributes contribute to developing the students’ formative character. Besides, the analysis shows that course contents are not presented as an end in itself, but as a means for students to acquire these attributes and be whole human beings. Finally, it can be inferred from the analysis that both the methodological guidance and the evaluation criteria highlight the need to educate citizens to be capable of adapting to the environment and positively transforming it. Ultimately, promoting teaching-learning processes where scientific and mathematic competences are developed, educating students to be intellectually, socially and morally autonomous.
Keywords: Curricular didactical analysis, Mathematics and Science Education, competences;
References
[1] Bishop, A. J. (1999). “Enculturación Matemática. La Educación Matemática desde una perspectiva cultural” Barcelona: PAIDOS.
[2] Chiappetta, E. L., Sethna, G. H. & Fillman, D. A. (1993). “Do middle school life science textbooks provide a balance of scientific literacy themes?” Journal of Research in Science Teaching, 30 (7), 787-797.
[3] Claros, J., Sánchez, M.T. & Coriat, M. (2016). “Tratamiento del límite finite en libros de texto españoles de secundaria: 1933-2005” Educación Matemática, 28(1), 125-152.
[4] López-Melero, M., Mancila, I., y Sole, C. (2016). “Escuela Pública y Proyecto Roma. Dadme una escuela y cambiaré el mundo.” Revista Interuniversitaria de Formación del Profesorado, 85 (30.1), 49-56.
[5] Martín-Gámez, C., Prieto, T., & Jiménez, A. (2013). “El problema de la producción y el consumo de energía: ¿cómo es tratado en los libros de texto de Educación Secundaria?” Enseñanza de las ciencias, 31(2), 153-171.
[6] Niss, M. y Højgaard, T. (2011). “Competencies and Mathematical Learning Ideas and inspiration for the development of mathematics teaching and learning in Denmark.” Roskilde: IMFUFA.
[7] OCDE (2006) “PISA 2006. Marco de la evaluación, conocimientos y habilidades en ciencias, matemáticas y lectura.” Madrid: Santillana.
[8] OECD (2009) PISA 2009. “Assessment framework. Key competencies in reading, mathematics and science.” Recuperated of:
[9] OECD (2015) “PISA 2015. Draft science framework.” Recuperated of:
[10] Orden de 14 de julio de 2016, por la que se desarrolla el currículo correspondiente a la Educación Secundaria Obligatoria en la Comunidad Autónoma de Andalucía, se regulan determinados aspectos de la atención a la diversidad y se establece la ordenación del proceso de aprendizaje del alumnado, BOJA nº 144, p. 196, 28 de julio (2016)
[11] Rico, L. (1990). “Diseño curricular en Educación Matemática: Una perspectiva actual.”. In Llinares S. & Sánchez V. (Eds.), Teoría y práctica en Educación Matemática Didáctica. Sevilla: Alfar.
[12] Shield, M. J. & Dole, S. (2009). “An analysis of middle-year school mathematics textbooks.” In C. U. Hock, Wahyudi, R. P. Devadason, et al. (eds.), Proceedings of The International Conference on Science and Mathematics Education (CoSMED 2009). Penang, Malaysia.
Pixel International Conferences
