La reforma de la Educación Matemática en en Costa Rica. Perspectiva de la praxis
In May 21, 2012, the Consejo Superior de Educación de Costa Rica (highest Na-tional Board for Education) approved new Math programs, which changed essen-tially programs developed in 1995-96, which had suffered some minor changes in 2001 and 2005. The new programs started to be installed in 2013 in a...
|Main Author:||Ruiz Zúñiga, Ángel|
Universidad de Costa Rica
In May 21, 2012, the Consejo Superior de Educación de Costa Rica (highest Na-tional Board for Education) approved new Math programs, which changed essen-tially programs developed in 1995-96, which had suffered some minor changes in 2001 and 2005. The new programs started to be installed in 2013 in a gradual process that will take four to five years. In this way, between 2016 and 2017 all pre-university education in Costa Rica will be following this curriculum. Since 2011 the country has invested in training processes and creating resources to support the installation. More than a curriculum design and its implementation this process should be considered as a major reform of the teaching of Mathematics in Costa Rica. This paper:after a brief introduction to the Costa Rican System of Education, it summarizes some of the main problems of Mathematics Education in this country,analyzes the previous Math school curriculum,synthesizes the history of the adoption of the new curriculum,describes the main features of the new curriculum,discusses the new curriculum within the international Mathematics Education theorethical debates (constructivism, problem solving, mathematical modeling, lesson study, competency-based approach),describes the project “ Mathematics Education Reform in Costa Rica” that has been the crucial factor in the reform strategy followed by this country,studies the reform from the more general perspective (a “meta–reform” analysis which provides diverse lessons to the educational community),reviews the difficulties and challenges of this reform.The focus of this paper is Mathematics Education reforms in the context of a developing peripheral country and the proposal of one strategy for curriculum and educational change with a practical vision that is called: the Praxis Perspective in Math Education