The Development of Mathematic Competence in the Basic School Curriculum.
Abstract
The content of this article can be divided into two parts. In the first one we reflect on the concept of competence and we try to define it from the point of view of its implementation in the mathematics curriculum. We focus on the ideas of “transferibility” and “context of use” as a basis for its clarification. The contexts of use that should take part explicitally in the mathematics curriculum are defined explicitally.
In the second part, we offer some practical ideas on the strategy to follow in order to approach a curricular proposal that takes into account the basic competences. From this point of view we consider necessary to give priority to the personal and social contexts of use as the main models for the compulsory secondary education. At the same time we state which ones should be the priority lines for the reform of the curriculum at the secondary education level and, above all, for the ESO, as this level is regarded as key in the reform that is proposed from a competences perspective.
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