Complejidad del currículo de matemáticas como herramienta profesional

Abstract

In this paper, we present the concept of curriculum as a training plan, which tries to respond to the following questions: What is mathematical knowledge and what does it consist of? What is learning? How is the learning of mathematics characterized? What is teaching? What does mathematics education consist of? What is useful knowledge and what does it consist of? How is mathematical knowledge evaluated? These four questions allow us to establish four dimensions whose levels of curricular reflection can be organized. The functionality of the concept of curriculum has been developed through systematic search of levels of reflection, establishing components for each level and relations between the components of different levels. The didactic knowledge about each part of the content of the mathematical curriculum must be structured through the contribution of each of the organizers of this content.