Análisis del currículo ecuatoriano y de planificaciones de unidad utilizando criterios de Idoneidad didáctica

Abstract

The number and diversity of elements in the curriculum, together with the multiple interpretations of how to assess their quality, require thorough study. It is crucial to understand how these elements can be perceived and evaluated by teachers to ensure that the curriculum meets its objectives and responds to the needs set out in official documents. In the present research, the Theory of Didactical Suitability offered by the Onto-semiotic Approach (EOS) of mathematical knowledge and instruction have been adapted to design two assessment guides, one for a general mathematics curriculum and another for the Algebra and Functions section, specifically focusing on the epistemic facet. The research focuses on the analysis of didactic suitability in the mathematics curriculum through a comprehensive approach that encompasses epistemic, cognitive, affective, interaction, mediational, and ecological facets. A methodology involving content analysis and a focal group with teachers is employed to gather and contrast information. The results are presented in tables that outline the six facets, each with specific indicators. The research emphasizes the importance of the connection between mathematical blocks, the sequence and integration of topics over the years, the use of artificial intelligence, and the flexibility of the curriculum. Additionally, the valuable contribution of focal group participants in enriching the indicators of didactic suitability is evident.