Didáctica de las matemáticas en grados de maestro de educación infantil e primaria
Palabras clave:
Matemática, Formación de Profesores, Educación Infantil, Educación PrimariaResumen
El proceso de Bolonia buscaba la reestructuración de la educación superior en Europa, proporcionando una formación de calidad y su homogeneidad. Sin embargo, los objetivos aún no se han alcanzado. La formación de los maestros de Educación Infantil y de Primaria es desigual en lo que se refiere a cualificaciones requeridas, acceso y programas de estudios oficiales. Sobre éstos, se analizaron en particular, los diseños curriculares de las asignaturas relacionadas con Didáctica de las Matemáticas. Concluimos, esencialmente, que existe una gran diversidade de situaciones en lo concerniente a: (in)dependencia de las asignaturas; su distribución en el programa de estudios; número de ECTS; objetivos que persiguen; contenidos programados; metodologías; evaluación del aprendizaje y bibliografia recomendada.
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