El Plan de Estudios de la Especialidad en Matemática Educativa: evaluación e innovación

Abstract

The objective of this article is to review the academic impact of the Educational Mathematics Specialization Degree Program, to determine if it has been possible to train postgraduate students in the ability to build mathematical knowledge in their students from a social-epistemological perspective. In order to carry out a reflective process for the evaluation of this curriculum, Stufflebeam and Shinkfield’s (1993) conceptual framework allowed assessing the academic program focusing on continuous improvement. One of the contributions of this writing is to recognize that the purpose of assessment is not to demonstrate, but to perfect; the value of the objectives of the academic program can not be assessed, if not compared with the academic needs of its participants.