Curriculum characterisation assessed in sixth grade in mathematics. A descriptive study in Valparaiso, Chile
DOI:
https://doi.org/10.7203/relieve.20.2.4295Keywords:
Assessment, assessment of learning, mathematics, assessment impact, written tests, grading
Abstract
This article presents the main results of the investigation Curriculum Characterisation Assessed in Sixth Grade Mathematics: Guidelines for the Initial and Continuous Training of Teachers, which aims to describe and analyse what is being evaluated in sixth grade mathematics and how, in the region of Valparaiso, Chile. A total of 103 written mathematic tests conducive to grading from 27 educational institutions were analysed. A group of codes refers to both the formal aspects and mathematical contents, while mathematical skills were applied to these tests and respective questions (2,516). Researchers conclude students are mainly required to provide close and unique answers, which evaluate the memorization and solution of exercises in a mechanical way, and the coverage level of the curriculum prescribed by the Ministry of Education is low, where most mathematical contents and abilities are below the sixth grade level
Author Biography
Gloria Contreras, Pontificia Universidad Católica de Valparaíso
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