Resumo

OROBIO-MONTANO, Alexánder  e  ZAPATA-CASTANEDA, Pedro Nel. Curricular Influence on Math Performance in the PISA Tests (2012). Rev. Fac. Cienc. Tecnol. [online]. 2017, n.42, pp.97-113. ISSN 0121-3814.

This paper discloses the results of a qualitative case study conducted in four schools in Bogotá between the years 2012 and 2015. The main goal of the investigation was to determine the influence of the prescribed and applied curricula on the math performance of students in the PISA test (2012). The prescribed curriculum was characterized through a documentary review of the curriculum of each school, and the applied curriculum was characterized through non-structured interviews with a group of teachers, some of who made it possible to directly observe their teaching practices. The performance criteria of the PISA test (2012) were also determined through documentary review of the conceptual framework of the test. The results revealed significant differences between what prescribed curricula propose, what teachers teach through the applied curriculum, and the performance criteria in the PISA test, which explains the students' low math scores in the international test. In addition, it was shown that the math teacher's thinking influences the development of the intended competences in this area and the need to improve the teachers' training in teaching math.

Palavras-chave : Curriculum; performance criteria; mathematical competence; PISA.

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