Coherencia en la enseñanza de la medida en ciencias y matemáticasun análisis comparativo

  1. Aguayo, C. G. 1
  2. Montoro, A. B. 2
  1. 1 Universidad de Almería
    info

    Universidad de Almería

    Almería, España

    ROR https://ror.org/003d3xx08

  2. 2 Universidad de Granada
    info

    Universidad de Granada

    Granada, España

    ROR https://ror.org/04njjy449

Book:
Investigación en Educación Matemática XXIV
  1. Diago, P. D. (coord.)
  2. Yáñez, D. F. (coord.)
  3. González-Astudillo, M. T. (coord.)
  4. Carrillo, D. (coord.)

Publisher: Sociedad Española de Investigación en Educación Matemática, SEIEM

ISBN: 978-84-09-32184-1

Year of publication: 2021

Pages: 109-116

Congress: Sociedad Española de Investigación en Educación Matemática. Simposio (24. 2021. Valencia)

Type: Conference paper

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Abstract

The present study compares the magnitude teaching proposal by the Andalusian curriculum withPrimary Education textbooks for the area of Mathematics and Science. The analysed results showinconsistences regarding the sequence of contents related to volume measurement included in theMathematics and Science curriculum. These inconsistences are reflected in the proposal of thetextbooks analysed. Moreover, differences on strategies, measurement units and instruments used inboth areas were found. Furthermore, the emphasis on the estimation and measurement ofmagnitude expressed in the curriculum for Mathematics teaching in Primary Education is notmanifested in textbooks. Textbooks merely work on changes of measurement units and operationsfrom 4th year of Primary Education onwards.

Data source: Dialnet