Resumo

RODRIGUEZ GARCES, Carlos; SAAVEDRA URIBE, Ricardo  e  CASTILLO RIQUELME, Víctor. Expectation, coverage and proficiency curriculum: Perceptions of teachers in the teaching of mathematics. Paradígma [online]. 2015, vol.36, n.2, pp.177-201. ISSN 1011-2251.

There is agreement that the quality of an education system goes indissociably for the quality of their teachers. Content management, the depth to which addressed, and the expectations teachers transfer cognitive factors become important for the effective exercise of teaching. This article examines these attributes quantitatively from the SIMCE information completed by the universe of teachers by 2011 taught mathematics in the 8th basic level. It is found that only two-thirds of the levels set by the Ministry of Education are discussed in depth, and there are also weaknesses in the domain disciplinary and pedagogical teaching curriculum, especially in the function units and probabilities. Teachers have proper sense of self-efficacy, however differences are observed due to the nature of the attribute on which they base their expectations of cognitive transfer. Significant differences in these variables based on the individual characteristics and institutional affiliation of teachers were found.

Palavras-chave : Teaching; Quality of Education; Curricular domain; Curriculum coverage; Cognitive Transfer expectations.

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