The problem-solving approach in math education: Japan and Mexico
The purpose of this article is to compare the problem- solving approach when implementing curriculum of basic education in Japan and Mexico. An analysis with Bereday approach is developed through four stages: description, interpretation, yuxtaposition and comparisons. The information gathered was ob...
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| Hoofdauteurs: | , |
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| Formaat: | Online |
| Taal: | spa |
| Gepubliceerd in: |
Universidad Autónoma de Tamaulipas
2022
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| Online toegang: | https://educiencia.uat.edu.mx/index.php/Educiencia/article/view/221 |
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| Samenvatting: | The purpose of this article is to compare the problem- solving approach when implementing curriculum of basic education in Japan and Mexico. An analysis with Bereday approach is developed through four stages: description, interpretation, yuxtaposition and comparisons. The information gathered was obtained from the governmental web pages and the ministries of education from both countries. Among the documents studied were textbooks for pupils and teachers, programs and syllabi, teaching guidelines, for general teaching but also for the specific case of math’s subject matter. Findings show that in Japan teachers are continuously retrained with a yearly plan by directives, different teaching methods are used for math and that this country has obtained first places in PISA exams. |
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