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La Enseñanza De Las Matemáticas En Europa: Retos Comunes Y Políticas

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La Enseñanza De Las Matemáticas En Europa: Retos Comunes Y Políticas EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- CE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EU- RYDICE EURYDICE EURYDICEEURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICEEC-32-11-930-ES-C EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- CE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EU- RYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- EURYDICE La enseñanza de las matemáticas en Europa: Retos comunes y políticas nacionales La Red Eurydice ofrece información y análisis sobre los sistemasCE educativos EURYDICE Euro- EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EU- ES peos, así como sobre las políticas puestas en marcha. Desde 2011 consta de 37 unidades nacionales pertenecientes a los 33 países que participanRYDICE en el Programa EURYDICE EURYDICELa EURYDICE enseñanza EURYDICE de EURYDICE las EURYDICE para el Aprendizaje Permanente de la Unión Europea (Estados miembros de la UE, países de la Asociación Europea de Libre Comercio –AELC–, CroaciaEURYDICE y Turquía), y se EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- coordina y dirige desde la Agencia Ejecutiva en el ámbito Educativo, Audiovisual y matemáticas en Europa: Cultural con sede en Bruselas, que es la encargada de elaborar sus publicaciones y bases de datos. CE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EU- RYDICE EURYDICE EURYDICERetos EURYDICE comunes EURYDICE y políticas EURYDICE EURYDICE EURYDICE EURYDICE EURYDICEnacionales EURYDICE EURYDICE EURYDICE EURYDI- CE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EU- Eurydice España-REDIE constituye una red a escala española semejante a Eurydice, con la que está plenamente coordinada. Encargada de la recopilación,RYDICE análisis, in EURYDICE- EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE tercambio y difusión de información fiable y comparable acerca de temas de interés común sobre el sistema educativo, su objetivo es apoyar la toma de decisiones en el ámbito educativo europeo, nacional y autonómico. En ella participanEURYDICE el conjunto EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- de las Administraciones educativas españolas a través de sus Puntos de Contacto Autonómicos (dependientes de las distintas Consejerías o DepartamentosCE EURYDICE de Edu- EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EU- cación de las Comunidades Autónomas) y del Punto de Coordinación Estatal (con sede en el CNIIE-Ministerio de Educación, Cultura y Deporte) queRYDICE impulsa y coordina EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE el funcionamiento de la Red. Entre las actuaciones de REDIE se distinguen aquellas de carácter permanente, que incluyen la actualización de la descripción del sistema educativo on-line (REDIPEDIA); las contribuciones al Plan de trabajoEURYDICE de Eurydice, que EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- garantizan que en los estudios de la Red europea se recoja la variedad de la gestión educativa en las Comunidades Autónomas; y los estudios propios,CE que EURYDICE responden EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EU- al interés y al acuerdo de los miembros de la red Eurydice España-REDIE. RYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE en Internet: EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- http://eacea.ec.europa.eu/education/eurydice EURYDICE España-REDIE: http://educacion.gob.es/eurydiceCE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EU- RYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE ISBN 978-92-9201-287-8 EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- CE EURYDICE EURYDICE EURYDICE MINISTERIOEURYDICE EURYDICE EURYDICE EU- DE EDUCACIÓN, CULTURA Oficina de Publicaciones 9789292 012878 Y DEPORTE Comisión Europea RYDICE EURYDICEES EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDICE EURYDI- EURYDICE La enseñanza de las matemáticas en Europa: retos comunes y políticas nacionales Este documento es una publicación de la Agencia Ejecutiva en el ámbito Educativo, Audiovisual y Cultural (EACEA P9 Eurydice). Disponible en inglés (Mathematics in Education in Europe: Common Challenges and National Policies), francés (L’enseignement des mathématiques en Europe: défis communs et politiques nationales) y alemán (Mathematikunterricht in Europa: allgemeine Herausforderungen und politische Maßnahmen). ISBN 978-92-9201-287-8 doi:10.2797/92132 Disponible también en Internet (http://eacea.ec.europa.eu/education/eurydice). Texto finalizado en octubre de 2011. © Agencia Ejecutiva en el ámbito Educativo, Audiovisual y Cultural, 2011. El contenido de esta publicación puede ser parcialmente reproducido, excepto con fines comerciales, siempre y cuando el extracto vaya precedido de una referencia a la “red Eurydice”, seguida de la fecha de publicación del documento. La reproducción completa del documento requiere el permiso de la EACEA P9 de Eurydice. MINISTERIO DE EDUCACIÓN, CULTURA Y DEPORTE Centro Nacional de Innovación e Investigación Educativa (CNIIE) Edita: © SECRETARÍA GENERAL TÉCNICA Subdirección General de Documentación y Publicaciones Catálogo de publicaciones del Ministerio: mecd.gob.es Catálogo general de publicaciones oficiales: publicacionesoficiales.boe.es Edición: 2012 NIPO: 030-12-303-2 Depósito Legal: M-34285-2012 Agencia Ejecutiva en el ámbito Educativo, Audiovisual y Cultural P9 Eurydice Avenue du Bourget 1 (BOU2) B-1140 Bruselas Tel. +32 2 299 50 58 Fax +32 2 292 19 71 E-mail: [email protected] Internet: http://eacea.ec.europa.eu/education/eurydice PRÓLOGO La competencia matemática ha sido considerada por la UE como una de las competencias clave para el desarrollo personal, la ciudadanía activa, la inclusión social y la empleabilidad en la sociedad del conocimiento del siglo XXI. La inquietud suscitada por los estudios internacionales respecto al bajo rendimiento escolar llevó a establecer en 2009 el siguiente objetivo común para toda la UE: “para 2020, el porcentaje de jóvenes de 15 años con un nivel de competencia insuficiente en lectura, matemáticas y ciencias debería ser inferior al 15%” (1). Para lograr dicho objetivo es necesario identificar tanto los obstáculos y las áreas problemáticas como los métodos de enseñanza más eficaces. La finalidad de este informe, en el que se lleva a cabo un análisis comparativo de los distintos enfoques en la enseñanza de las matemáticas en Europa, es contribuir a una mejor comprensión de dichos factores. El informe revisa las políticas nacionales orientadas a reformar el currículo de matemáticas, a fomentar métodos pedagógicos y de evaluación innovadores, y a la mejora de la formación inicial y permanente del profesorado. En él se hace un llamamiento en favor del diseño de políticas globales para la enseñanza de las matemáticas, basadas en un seguimiento continuado y en los resultados de las investigaciones. Asimismo, el informe aboga por políticas integrales de apoyo al profesorado, por un interés renovado en las diversas aplicaciones del conocimiento matemático y de las habilidades para la resolución de problemas, y por la puesta en marcha de estrategias para reducir el bajo rendimiento de forma significativa. También se ofrecen recomendaciones sobre cómo mejorar la motivación para aprender matemáticas e incrementar la participación en las carreras de este ámbito. En muchos países europeos se observa un descenso en el número de alumnos matriculados en matemáticas, ciencias y tecnología, así como desequilibrios de género en estas disciplinas. Es urgente abordar este problema, ya que la escasez de especialistas en matemáticas y en otras áreas afines puede afectar a la competitividad de nuestras economías y a nuestros esfuerzos por superar la crisis económica y financiera. Tengo plena confianza en que este informe, basado en las conclusiones de las últimas investigaciones y en abundantes datos nacionales, contribuirá oportunamente al actual debate sobre la enseñanza eficaz de las matemáticas. Asimismo, servirá de gran ayuda a todas aquellas personas preocupadas por mejorar el nivel de competencia matemática de los jóvenes en Europa. Androulla Vassiliou Comisaria de Educación, Cultura, Multilingüismo y juventud (1) Marco Estratégico para la Cooperación Europea en el ámbito de la Educación y la Formación (ΈΤ 2020‘), Conclusiones del Consejo de mayo de 2008, DOL 119, 28.5.2009. 3 ÍNDICE Prólogo 3 Introducción 7 Resumen ejecutivo 11 El rendimiento en matemáticas: datos procedentes de los estudios internacionales 15 Principales estudios de evaluación de las matemáticas: TIMSS y PISA 15 El rendimiento en matemáticas según los resultados de PISA 17 El rendimiento en matemáticas según los resultados de TIMSS 21 Principales factores asociados al rendimiento en matemáticas 23 Capítulo 1: El currículo de las matemáticas 29 Introducción 29 1.1. Desarrollo, aprobación y difusión de la normativa sobre enseñanza de las matemáticas 29 1.2. Revisión del currículo de matemáticas y seguimiento de su eficacia 34 1.3. Objetivos de aprendizaje, contenidos y competencias en el currículo de matemáticas 40 1.4. Horas lectivas asignadas a la enseñanza de las matemáticas 45 1.5. Libros de texto y materiales didácticos para matemáticas 51 Resumen 55 Capítulo 2: Enfoques pedagógicos, métodos didácticos y organización del aula 57 Introducción 57 2.1. Variedad de métodos didácticos: directrices y prácticas 57 2.2. Organización del aula: agrupamiento del alumnado 64 2.3. El uso de las TIC y de calculadoras en las
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