Open University for Adults (UAPA)

Fundamentals of the Dominican Curriculum

Juan Francisco Almonte Reyes

Registration: 100074129

Facilitator:
Elvis Quirino García Ureña

Subject:
Components of the Dominican Curriculum Design

Delivery date:
December 21, 2023
 Index

1. Introducción

Context and purpose of the document

2. Descriptive Table of Each Component of the Curriculum Design

Competencies
Contents
Teaching and Learning Strategies
Media and Resources for Learning
Guidelines for Evaluation

3. Examples of Each Component Related to the Area of Mathematics

Examples of Competencies
Content Examples
Examples of Mathematical Procedures
Examples of Attitudes and Values in Mathematics

4. Teaching and Learning Strategies

Approaches and Methods in Mathematical Learning

5. Media and Resources for Learning

Teaching Resources in Mathematics

Educational Tools and Materials

6. Guidelines for Evaluation

Methods and Techniques of Evaluation in Mathematics

7. Didactic Articulation

Relationship of the Components of the Curriculum Design

Fundamental and Specific Competence
Related Contents
Teaching and Learning Strategies Applied
Teaching Resources Used
Indicators of Achievements

8. Bibliography

Sources and References Used

Introduction

In the educational field, curriculum design plays a fundamental role in

the structuring and delivery of educational content, especially in areas
criticism like Mathematics. This document, 'Components of Design'
"Dominican Curriculum" aims to present a vision
detailed and exhaustive of the different components that make up the design
curricular in the Dominican Republic, focusing specifically on the area
of Mathematics. Through a thorough exploration, the outlines are drawn
competencies, both fundamental and specific, the content, the
teaching and learning strategies, the media and teaching resources, as well
as the guidelines for evaluation in the mathematical context.

The document goes beyond the mere description of these components; it offers
practical and applied examples that illustrate how these elements are integrated and
they materialize in the classroom. Furthermore, special emphasis is placed on the strategies of
teaching and learning, highlighting how they facilitate the development of
mathematical thinking and the acquisition of knowledge. In this sense,
Components of the Dominican Curriculum Design
for educators and education policymakers, but also as a
valuable tool for understanding how teaching can be improved
Mathematics in the Dominican Republic, thus ensuring a learning experience.
significant and lasting.

In summary, this document seeks to provide a clear didactic articulation

coherent, showing the interconnection between the different components
curricular and highlighting their relevance in the mathematical training of the
students. With this approach, "Components of the Curriculum Design"
"Dominicano" positions itself as an essential resource for those
committed to the advancement of mathematical education in the Republic
Dominican
 a) Descriptive table of each component of the curriculum design.
Component of the Curriculum Design Description

Ability to act effectively and

autonomous in diverse contexts, integrating
Competencias concepts, procedures, attitudes, and values.
They are divided into fundamental, specific and
labor/professional.

Specific knowledge or expertise in the areas

curriculars that facilitate the development of
Contents specific competencies. They include
information about facts, concepts,
procedures, values and attitudes.

Activities and processes organized for

build knowledge and develop
Teaching Strategies and skills. They require a teacher capable of
Learning model processes and thinking skills.

Instruments, products, and materials that support

the development of competencies. They include the use of
Means and Resources for Learning information and communication technologies
as well as resources from the environment.

Estrategias y técnicas para identificar logros y

areas for improvement in students, such as
Guidelines for Evaluation observation, anecdotal records, maps
conceptual, portfolios, debates, among others.

b) Example of each component, linked to the area of Mathematics

Competencies

Fundamental Competence: Communicative.

Analyzes information from its environment using language.

mathematician, in order to produce ideas about it and explain them with
precision.

Competencia Fundamental:Pensamiento Lógico, Creativo y

Critical.
 Apply logical reasoning on mental representations of
information and data from the environment.

Fundamental Competence: Problem Solving.

Synthesize different problem-solving methods

mathematicians in order to apply them in situations of the context.

Fundamental Competence: Ethics and Citizenship.

Evaluate different ideas with a sense of responsibility from the

mathematics in situations of the environment and its community.

Fundamental Competence: Scientific and Technological.

Integrates different technological tools in the field of

mathematics to interpret situations in the environment.

Fundamental Competence: Environmental and Health.

Analysis of mathematical models for the understanding of situations

related to health and protection issues of the
environment.

Fundamental Competence: Personal and Spiritual Development

Respect the ideas of others about different methods of

resolution of mathematical problems and ways to approach them.

Contents

Mathematical Concepts:

Numbers and Operations: Study of integers,

rational numbers, basic operations, exponentiation, extraction of roots, value
absolute and scientific notation.

Relationships and Proportions: Exploration of Variations

direct and inverse proportion and concepts of mathematics
financial as a percentage and simple interest.

Geometry: Analysis of parallel and perpendicular lines,

angles, Cartesian coordinates, and application of the Theorem of
Pythagoras.
 Measurements and Magnitudes: Study of measurement systems such as the
sexagesimal, units of mass, time and temperature, calculation of
areas and volumes of geometric figures.
Statistics and Probability: Management of frequency concepts,
population and sample, statistical graphs, measures of central tendency
central and probability.

Mathematical Procedures:

Numbers and Operations: Identification, representation and

operations with integers and rational numbers, including
reading, writing and comparison.

Geometry and Trigonometry: Construction and calculation of figures

geometric, angles and demonstration of the Pythagorean Theorem.

Units and Conversions: Management of measurement units,

temperature conversion and area and volume calculations.

Statistical Analysis and Probability: Collection and analysis of

data, construction of statistical graphs and calculation of
probabilities.

Attitudes and Values in Mathematics:

Promotion of enjoyment, interest, and communication in

mathematics, valuing teamwork and perseverance.

Geometry and Measures: Curiosity about geometric figures and

appreciation of units of measurement in various contexts.

Statistics and Probability: Interest in graphical representations

and evaluation of probabilistic knowledge for analysis of
gambling.

Teaching and learning strategies.

In mathematical learning, learning strategies play a

crucial role in both educational cycles. These strategies focus on
encourage discovery and inquiry, in addition to promoting the
socialization and collaboration through group activities, projects
and teamwork. These approaches seek not only the development of
mathematical competencies, but also the generation of new ones
knowledge through an interactive learning process and
participatory.
Means and resources for learning.

In the teaching of mathematics, it is crucial to have a variety

of learning resources that promote reasoning, the
argumentation and the ability of students to represent
graphically and build theoretical-practical models. These resources
they help students understand concrete concepts and to
develop your capacity for abstraction. Texts and materials are needed
that cover topics such as arithmetic, algebra, geometry, functions,
statistics, probability, and financial education, along with tools
practical and technological tools such as graphing and scientific calculators,
software and virtual applications, complemented with manuals and
exercise notebooks.

Other useful resources include measuring and drawing instruments such as

scales, tape measures, compasses, stopwatches, rulers, thermometers and
carriers. For geometry, multibase blocks are essential.
geometric shapes, geoplans, puzzles, tangrams, and materials for
study symmetry and angles, like kaleidoscopes and mirrors. It also
they use resources to explore three-dimensional space and the
transformations.

In addition, there are manipulable materials such as abacuses, colored chips,

cards and various everyday objects that are integrated into the activities
didactics to improve mathematical learning. These include
games, boards, and transparent geometric shapes for studying
fractions, equations, decimals, and probability. These resources, when
are intentionally used in teaching, they become
powerful tools for the development of mathematical skills.

Guidelines for evaluation.

Description of Situations with Mathematical Language:

Use of mathematical language in oral, written forms,
concrete, pictorial and graphic to describe situations of the
environment.

Presentation and Discussion of Mathematical Ideas: Exhibition and

analysis of mathematical ideas through conjectures and
convincing argumentation.

Interpretation of Mathematical Ideas: Understanding of

mathematical concepts through reading, listening and
visualization in varied contexts.
 Mathematical Reasonings for Problems: Application of
inductive and deductive reasoning in the solution of
problems.

Interpretation of Situations with Spatial Reasoning:

Analysis of situational surroundings using spatial reasoning,
proportions and graphs.

Argumentation on the Validity of Conjectures: Critical Discussion

about the validity of mathematical conjectures and ideas and their relationship
with other disciplines.

Mathematical Research in Diverse Situations:

Exploration and study of mathematical concepts applied in
different contexts.

Creative Problem Solving: Creative approach to

problem solving in mathematics, considering strategies
varied and responsibility in the interpretation of situations
relevant.

Tolerance and Respect in Mathematics: Exhibition of Tolerance

and respect for diverse points of view and criteria in the resolution
of mathematical problems.

Use of Technology en Problems Mathematicians:

Implementation of technological tools and knowledge
mathematicians in the resolution and interpretation of problems of
environment.

Understanding Health and Environmental Issues:

Analysis and study of situations related to health and the
environment through mathematical models.

Critical and Respectful Attitude in Mathematics: Maintenance

with a critical and respectful attitude towards approaches and solutions
proposals by others in the field of mathematics.

c) didactic articulation where the relationship of the components is evident

curricular design based on a fundamental, specific competency with
their respective contents, teaching and learning strategies, the
didactic resources and achievement indicators.

Fundamental Competence: Develop skills for thinking

critical thinking and the resolution of mathematical problems applied to situations of the
daily life.
Specific Competence: Apply concepts and techniques of geometry to
solving problems related to measurement and spatial representation.

Contents:

1) Properties of geometric figures.

2) Pythagorean Theorem and its application.
3) Measurement and calculation of areas and volumes.

Teaching and Learning Strategies:

1) Use of practical examples to explain geometric concepts.

2) Group activities for solving geometric problems.
3) Proyectos de diseño que requieran aplicación del Teorema de Pitágoras.

Teaching Resources:

1) Geometry software (like GeoGebra).

2) Physical models of geometric figures.
3) Educational games that include geometric challenges.

Achievement Indicators:

1) Ability to identify and use geometric properties in

practical situations.
Ability to apply the Pythagorean Theorem in problem solving
real problems.
3) Competence to calculate areas and volumes of objects and structures
geometric.
Bibliography:
Vice Ministry of Technical and Pedagogical Services, General Directorate of Curriculum.
(2023, Agosto). Adecuación Curricular Nivel Secundario. Autores: L. Abinader, R.
Peña, Á. Hernández Castillo, A. Scheker Mendoza, J. Cordero Espaillat, R. Rolando
Reyes Luna, O. Amargos, L. J. Pérez Peña, F. German D' Oleo.