Math curricula and proposal implementation. PEDRO DAVID COLLANQUI DÍAZ Curriculum Development Specialist Math Learning.

Transcripción

1 Math curricula and proposal implementation. PEDRO DAVID COLLANQUI DÍAZ Curriculum Development Specialist Math Learning.

2 BRIEF HISTORICAL REVIEW DECADE 90 DECADE BEGGINING OF 2000 BETWEEN 2005/2009 BETWEEN 2011/ Learning outcomes oriented by contents, C ore Curricula expressed in content plans. Proposed Curricula organized by objectives and contents. Proposed Curricula organized by competences. Core Curricula organized by areas. Organization by competences. Process of articulation. Proposed Document called Learning Routes. Learning Assessment standards document was finished. National Curricula. Competences and Learning Assessment standards are being integrated.

3 SATISFACTORY LEVEL PROCESS LEVEL START LEVEL

4 Participants: 15 years old students approximately. RELATIVE HIGH DIFFICULTY ITEMS MODERATED DIFFICULTY ITEMS 47 % of the students that participated in the evaluation obtained : BELOW LEVEL 1. LOW DIFFICULTY ITEMS Below level 1 Level 1 Level 2 Level 3 Level 4 llevel 5 Level 6

5 Lack of meaningful or significant activities carried out in the classroom. Students are exposed to memorize definitions. Students are exposed to memorize, repeat (type problems). Interests and students needs were not taken in account by teachers who were oriented to develop only contents. Knowledge developed with no connection by students.

6

7 GRADUATE S PROFILE AS A COMMON VISION Challenges of Basic Education and the Graduate s profile. HUMAN RIGHTS APPROACH DIVERSITY AWARENESS APPROACH INTERCULTURAL APPROACH GENDER EQUALITY APPROACH COMMON WELFARE APPROACH EXCELLENCY RESEARCH APPROACH Competences Capacities Assessment Standards Common vision of the Graduate s Profile

8 MATHEMATICS SENSE: WHAT IS THIS? FUNCTIONAL FORMATIVE

9

10 WHICH ARE THE CHARACTERISTICS OF THE MATHEMATICS APPROACH? Matemathical Scientifical PROBLEM SOLVING APPROACH HAS TO TAKE PLACE IN DIVERSE CONTEXTS, IT DEVELOPS THE MATHS THINKING. Economical Social Studies PROBLEM SOLVING CENTERED APPROACH THE PROBLEM SOLVING CENTERED APPROACH IS THE FIRST STEP TO TEACH MATHS. MATHS COMPETENCES ARE ORIENTED BY PROBLEM SOLVING ACTIVITIES. PROBLEM SOLVING ACTIVITES ARE USED TO UNDERSTAND AND ESTABLISH RELATIONS BETWEEN: CONCEPTS, PROCEDURES AND MATHS SYMBOLS. PROBLEM SOLVING ACTIVITIES HAVE TO RESPOND TO STUDENTS NECESSITIES AND LEARNING INTERESTS.

11 EXPECTED LEVEL 8th LEVEL 7TH LEVEL 6TH LEVEL OUTSTANDING LEVEL SEVENTH CYCLE LEVEL ENDING SIXTH CYCLE LEVEL ENDING 5TH LEVEL 4TH LEVEL 3TH LEVEL 2ND LEVEL 1ST LEVEL FIFTH CYCLE LEVEL ENDING FOURTH CYCLE LEVEL ENDING THIRD CYCLE LEVEL ENDING SECOND CYCLE LEVEL ENDING FIRST CYCLE LEVEL ENDING COMPETENCES AND STANDARDS DEVELOPMENT ON THE 4 TH LEVEL. EXAMPLE. Problem solving related to one or more actions of adding, removing, indicating equivalence, repeating or distributing an amount, combining two collections of objects; as well as splitting a unit in equal parts,transferring it into addition and multiplication expressions with natural numbers and additions expressions with usual fractions. It expresses its comprehension of positional value in numbers up to four figures and representing them by equivalence means, as well as notion comprehension of multiplication, using commutative and associative properties and notions of division, the notion of fractions as part-whole and equivalences between usual fractions; using

12 EXPECTED LEVEL 8th LEVEL OUTSTANDING LEVEL 7TH LEVEL SEVENTH CYCLE LEVEL ENDING CONTINUITY 6TH LEVEL 5TH LEVEL SIXTH CYCLE LEVEL ENDING FIFTH CYCLE LEVEL ENDING DIRECTION 4TH LEVEL 3TH LEVEL FOURTH CYCLE LEVEL ENDING THIRD CYCLE LEVEL ENDING 2ND LEVEL SECOND CYCLE LEVEL ENDING 1ST LEVEL FIRST CYCLE LEVEL ENDING

13 COMPETENCE DEVELOPMENT EXAMPLE ESTANDAR DEL NIVEL 4: RESUELVE PROBLEMAS REFERIDOS A UNA O MÁS ACCIONES DE AGREGAR, QUITAR, IGUALAR, REPETIR O REPARTIR UNA CANTIDAD, COMBINAR DOS COLECCIONES DE OBJETOS, ASÍ COMO PARTIR UNA UNIDAD EN PARTES IGUALES; traduciéndolas a expresiones aditivas y multiplicativas con números naturales y expresiones aditivas con fracciones usuales. EXPRESA SU COMPRENSIÓN DEL VALOR POSICIONAL EN NÚMEROS DE HASTA CUATRO CIFRAS Y LOS REPRESENTA MEDIANTE EQUIVALENCIAS, ASÍ TAMBIÉN LA COMPRENSIÓN DE LAS NOCIONES DE MULTIPLICACIÓN, sus propiedades conmutativa y asociativa y las nociones de división, la noción de fracción como parte todo y las equivalencias entre fracciones usuales; usando lenguaje numérico y diversas representaciones. EMPLEA ESTRATEGIAS, EL CÁLCULO MENTAL O ESCRITO PARA OPERAR DE FORMA EXACTA Y APROXIMADA CON NÚMEROS NATURALES; así también emplea estrategias para sumar, restar y encontrar equivalencias entre fracciones. Mide o estima la masa y el tiempo, seleccionando y usando unidades no convencionales y convencionales. Justifica sus procesos de resolución y sus afirmaciones sobre operaciones inversas con números naturales. ESTANDAR DEL NIVEL 5: RESUELVE PROBLEMAS REFERIDOS A UNA O MÁS ACCIONES DE COMPARAR, IGUALAR, REPETIR O REPARTIR CANTIDADES, PARTIR Y REPARTIR UNA CANTIDAD EN PARTES IGUALES; las traduce a expresiones aditivas, multiplicativas y la potenciación cuadrada y cúbica; así como a expresiones de adición, sustracción y multiplicación con fracciones y decimales (hasta el centésimo). EXPRESA SU COMPRENSIÓN DEL SISTEMA DE NUMERACIÓN DECIMAL CON NÚMEROS NATURALES HASTA SEIS CIFRAS, DE DIVISORES Y MÚLTIPLOS, Y DEL VALOR POSICIONAL DE LOS NÚMEROS DECIMALES HASTA LOS CENTÉSIMOS; con lenguaje numérico y representaciones diversas. Representa de diversas formas su comprensión de la noción de fracción como operador y como cociente, así como las equivalencias entre decimales, fracciones o porcentajes usuales. SELECCIONA Y EMPLEA ESTRATEGIAS DIVERSAS, EL CÁLCULO MENTAL O ESCRITO PARA OPERAR CON NÚMEROS NATURALES, FRACCIONES, DECIMALES Y PORCENTAJES DE MANERA EXACTA O APROXIMADA; así como para hacer conversiones de unidades de medida de masa, tiempo y temperatura, y medir de manera exacta o aproximada usando la unidad pertinente. Justifica sus procesos de resolución así como sus afirmaciones sobre las relaciones entre las cuatro operaciones y sus propiedades, basándose en ejemplos y sus conocimientos matemáticos. ESTANDAR DEL NIVEL 6: RESUELVE PROBLEMAS REFERIDOS A LAS RELACIONES ENTRE CANTIDADES O MAGNITUDES, traduciéndolas a expresiones numéricas y operativas con números naturales, enteros y racionales, y descuentos porcentuales sucesivos, verificando si estas expresiones cumplen con las condiciones iniciales del problema. EXPRESA SU COMPRENSIÓN DE LA RELACIÓN ENTRE LOS ÓRDENES DEL SISTEMA DE NUMERACIÓN DECIMAL CON LAS POTENCIAS DE BASE DIEZ, Y ENTRE LAS OPERACIONES CON NÚMEROS ENTEROS Y RACIONALES; y las usa para interpretar enunciados o textos diversos de contenido matemático. Representa relaciones de equivalencia entre expresiones decimales, fraccionarias y porcentuales, entre unidades de masa, tiempo y monetarias; empleando lenguaje matemático. SELECCIONA, EMPLEA Y COMBINA RECURSOS, ESTRATEGIAS, PROCEDIMIENTOS, Y PROPIEDADES DE LAS OPERACIONES Y DE LOS NÚMEROS PARA ESTIMAR O CALCULAR CON ENTEROS Y RACIONALES; y realizar conversiones entre unidades de masa, tiempo y temperatura; verificando su eficacia. Plantea afirmaciones sobre los números enteros y racionales, sus propiedades y relaciones, y las justifica mediante ejemplos y sus conocimientos de las operaciones, e identifica errores o vacíos en las argumentaciones propias o de otros y las corrige.

14

15 DIAGNOSIS AND SENSITIVITY COMMUNICATIONAL MANAGEMENT AND INNOVATION OF THE BEST PRACTICES SCHOOL MANAGEMENT AND COMMUNITY PARTICIPATION MANAGEMENT OF EDUCATIONAL PRACTICES

16 MANAGEMENT OF EDUCATIONAL PRACTICES LESSON STUDY (SAMPLE WORK) Basic Education Level 1st and 2nd Primary level. 3rd and 4th Primary level. 5th and 6th Primary level. 6 learning sessions. 40 teachers aproximmately. 40 teachers aproximately. 40 teachers aproximately.

17 Giving advice to teachers before their sessions. MANAGEMENT OF EDUCATIONAL PRACTICES

18 Sessions being developed by teachers. MANAGEMENT OF EDUCATIONAL PRACTICES

19 MANAGEMENT OF EDUCATIONAL PRACTICES Group reflection with teachers after sessions were finished.

20 MANAGEMENT OF EDUCATIONAL PRACTICES ACTION PLAN TO STRENGTHEN CURRICULA :DISCIPLINE AND DIDACTICS. Students knowledge of their dificulties and errors. Knowledge of Didactics. Knowledge articulated to the curricula. Content knowledge. Area components knowledge. Face to face sessions. Tematic fields prioritized. Workshops Workshops Secondary Virtual Forums teachers aproximmately. VIRTUAL COMMUNITY SHARE CASES. Sessions intercalated in the time. Sessions intercalated in the time finishing workshop and practices.

21 PROBLEM-SOLVING WORKSHOPS :TEACHERS PARTICIPATION.

22 TEACHERS PRESENTATION ON PROBLEM-SOLVING AND DIDACTIC PROPOSALS.

23 EXAMPLES OF TEACHERS WORK

24 MANAGEMENT OF EDUCATIONAL PRACTICES CONFERENCES AND WORKSHOPS GIVEN BY EDUCATIONAL LEADERS IN LIMA METROPOLITANA REGION. KINDERGARTEN PRIMARY SECONDARY LEVEL 500 teachers aproximmately. DR. MASAMI ISODA

25 COMMUNICATIONAL MANAGEMENT AND INNOVATION OF THE BEST PRACTICES

26 PEDRO DAVID COLLANQUI DÍAZ Lima Metropolitana -Mathematics Specialist- Curriculum Development Specialist Math Learning. Facebook: