Dificultades y obstáculos para el cambio en el aula. Una perspectiva desde la educación matemática
DOI:
https://doi.org/10.12795/IE.2002.i47.06Abstract
Este artículo comienza enunciando las directrices básicas recogidas en el modelo de reforma portugués, con la intención de poner de relieve que éstas son compartidas por los diferentes países de nuestro ámbito. Pasamos luego a evidenciar que estas directrices no son hoy una realidad en nuestras aulas, esbozando algunas razones para ese desajuste sobre la base de las investigaciones analizadas y terminaremos con unos apuntes en relación con la formación del profesorado que podrían contribuir a favorecer el cambio.
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Published 2021-05-05
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