Evaluation of didactic suitability indicators from curricular orientations
DOI:
https://doi.org/10.5212/PraxEduc.v.7i2.0002Abstract
Assessment of didactic suitability of mathematics teaching and learning processes requires suitable instruments to guide and support it. This paper presents a methodology for progressive improvement of such instruments to evaluate the suitability of mathematical instruction processes based on the analysis of curricular orientations. Analysis units are classified according to the facets and components proposed by the Didactic Suitability Theory to identify norms and suitability indicators, which are compared with the system proposed by this theory, in order to point out agreements and complementarities. This methodology is exemplified through its application to the principles and standards of the National Council of Teachers of Mathematics (NCTM) in the statistics content area at the level K-8.
Keywords: Mathematical Instruction. Teachers’ Education. Quality standards.
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