Abstract:

The importance of curricular materials as a support for teaching has motivated that, in recent decades, the analysis of these resources has received special attention from the mathematics education research community. Curricular materials are considered as "tools" or "artefacts" that support teacher planning and practice. Analysing curriculum materials in terms of their potential to help students achieve the learning objectives set out in study programmes and curriculum guidelines involves an in-depth analysis. Such an analysis should identify those potentially conflicting elements which, in the implementation by the teacher, require a modification of the planned didactic trajectory. Appropriate management of curricular materials requires the teacher to bring into play didactic-mathematical knowledge and competences that underpin their didactic analysis. In particular, the teacher must be able to assess their relevance and propose improvements in order to increase the didactic suitability of the study processes planned by means of curricular guidelines, textbook lessons or student workbooks. We describe the design and implementation of a training experience with future Peruvian mathematics teachers, aimed at developing the competence of didactic suitability analysis of curricular materials on probability. To this end, we analyse and interpret the results of the work carried out by one of the future teachers, comparing the assessment of the didactic suitability indicators in the material, the reasoned judgement on its adequacy and finally the proposal for improvement according to the different facets of didactic suitability.

Keywords:

Teacher training, Didactic suitability, curricular material, Probability.