Hacia una teoría de acción en gestión curricular: Estudio de caso de enseñanza secundaria en matemática

Translated title of the contribution: Towards an action theory of curricular management: Teaching High School level mathematics - A Case Study

Paulo Volante, Francisca Bogolasky, Fabián Derby, GABRIEL EUGENIO GUTIERREZ JARPA

Research output: Contribution to journalArticlepeer-review

1 Scopus citations

Abstract

A key challenge of curricular management is to generate coherence between what is planned to teach, what is being taught in the classroom and what students actually learn (Porter, 2004). Based on international records and the experience of high performance schools that execute improvement processes, we propose a curricular management model that may be transferred using information technology. We present the most relevant records about the problem and its solution. We designed the study as a Case Study and an analysis of situational practices. Results reveal the needs, practices and effects of curricular management, based on the analysis of information from users and experts. We develop an action theory of curricular management, applied to High School education, particularly in mathematics, proposing a model that was used to build a virtual platform to help curricular management practitioners. This platform was subsequently evaluated in a pilot study conducted on a set of metropolitan high schools, obtaining scores that were satisfactory in terms of usability and impact.

Translated title of the contributionTowards an action theory of curricular management: Teaching High School level mathematics - A Case Study
Original languageSpanish
Pages (from-to)96-108
Number of pages13
JournalPsicoperspectivas
Volume14
Issue number2
DOIs
StatePublished - 2015
Externally publishedYes

Fingerprint Dive into the research topics of 'Towards an action theory of curricular management: Teaching High School level mathematics - A Case Study'. Together they form a unique fingerprint.

Cite this