Liderazgo Educativo

Curriculum Evaluation Final
Isabelita Colon
Keiser University
Dr. Kelly wood
Curriculum Design
December 2012



























INTRODUCTION

Within the research project "Assessment of Mathematics curriculum racing Economics", is proposed self-diagnose the dysfunctional elements and needs as a prelude to making decisions to achieve better resultsin the learning of mathematics in careers above. Following the proposal of Madaus and Kellaghan (1992) in terms of curriculum components that must be evaluated, determined by attitudinal aspects aside towards mathematics and other curricular materials developed in the subjects of Mathematics area.
In this paper we show some of the results obtained in this diagnosis, made in 2005, in the subjectsof Mathematics area. We considered a sample of 296 students in Algebra and one of 290 students in Mathematical Finance, a total of 1498 students and 1352 respectively. Data were processed with the program version 4.0

Statgraphic.

We worked in two ways:
1. - Analysis of the willingness of students to mathematics (difficulties, fears, taste, etc.).
2. - Evaluation of curriculum materialsdeveloped especially for the teaching - learning in each subject mentioned.

In the evaluation, the search is designed to answer about the value of internships, work projects, ultimately, the legitimacy of the task. " (Litwin, E. 1994).
The term "curriculum materials", as often happens with didactic Minolo , is defined in different ways by different authors.
Curriculum materials, to becomea real useful resource for teaching, learning should enable the various types of content, facilitating the establishment of teaching situations the conditions del plan respect my l learning tea. We know that meaningful learning involves review, modify, enhance and diversify non my students s. The context, curriculum materials appear as a necessary resource and facilitator of this process, as theyhelp in making decisions on it.
Crossbow Pagan (1994) suggests teachers reflect on the following points:
1. What kind of material use in the classroom?
2. Is it necessary to adapt the material context education?
3. Where do curriculum materials in teaching?
4. Can the curriculum material and a reference element reach scientifically raise the functional activity of the student and theteacher?





THEORICAL

Curriculum materials


"The curriculum materials, teaching aids, are tools in the hands of teachers become facilitators of student learning. Used systematically and with preset criteria, also facilitate the task of the teacher, both in terms of planning, and the development and evaluation of teaching and learning process. " (Ballesta Pagán, 1994).
Santos Guerra(1991) differentiates curriculum materials for their function: teaching, ie, with a stated purpose, and auxiliary set of media resources that give ue (media, new technologies).
Parcerisa (1996: 27) defines a concept that is not restricted exclusively to the materials used by students in the learning process, but also reflected within these "materials that help teachers to respond to the problemsand issues it faces the task of planning, implementing and evaluating curriculum. "
Sevillano (1995: 465), in turn, defined as "those media where the contents are presented and are able to elicit some sort of positive character transformation and optimizing the processes of teaching and learning."

The materials and the contents

Teaching units are composed of different activities accordingto the educational objectives for the different learning content. This means that for each unit curriculum materials have to offer appropriate assistance to enable the achievement of the objectives. The contents of these units refer to facts, concepts, procedures, values, norms and attitudes.
For concept learning, are suitable materials that offer text or illustrations that enable motivational...