Análisis didáctico fenomenológico como instrumento para la planificación currícular por parte de los docentes de matemáticas de la educación básica primaria

Abstract

Curriculum planning (PC) is one of the most important activities and competencies of teachers at different levels of school education in general. Therefore in the present work we propose mastery with participants reflect on the contributions they can make the Mathematical Analysis Teaching (ADM) in general, and teaching Phenomenological Analysis (ADF) in particular, the development of processes PC and training on the PC by math teachers EBP. For this, we framed in the theoretical proposal of the curriculum organizers (Rico, 1998; Castro, 2001; Rico and Segovia, 2001; Bedoya, 2002) and the ADF (Freudenthal, 1983; Puig, 1997). From the methodological point of view, we worked through strategies of research and systematization of educational experiences, articulating the design process and action research studies. They held workshops for teacher training in the planning of a teaching unit (UD) on the CME descriptive statistics for fifth grade was proposed in order to analyze them in the light of the conceptual notions and conceptions of teachers about PC process.