Efecto de la Reforma Integral de la Educación Media Superior en los profesores de matemáticas en México: estudio de caso

Abstract

Educational reforms initiated in Europe, influenced many countries in the world including Mexico; these facts relate to the start with school curriculum reform in Mexico. The General Leadership of Secondary Education in Mexico was in charge of promoting these, to meet the requirements of the knowledge society and sustainable development. In 2011 at the National Institute for Educational Evaluation (INEE, 2011) an assessment of the situation in the upper secondary education in Mexico was, and found that a significant number of students could not acquire the expected learning in basic education it expected. These backgrounds were the origin of an investigation that was aimed to analyze, through a case study, the elements of the Integral Reform of Higher Secondary Education (RIEMS) that have adopted by teachers from high school at the National Polytechnic Institute, as part their knowledge, their practice in the classroom and their criteria for selecting textbooks and teaching materials. A questionnaire of 32 items was designed and organized in four dimensions; items collected information training of teachers; his knowledge of the reform; of its activity in the classroom, and the textbooks used for teaching. We conclude that the algebra curriculum has not been established as a support tool for the teacher to work under the guidelines of the Integral Reform of School Education in Mexico. The main weakness identified in the program of the AU Algebra was the lack of information on materials or textbooks prepared in accordance with the guidelines of the RIEMS and are accessible for teachers.

Keywords

• Competences
• Curriculum Reform
• Higher Education
• Textbooks
• Teaching Practice.