In this paper we intend to present a review of the National Curriculum continuity in mathematics, in terms of content, from the primary to the secondary. The issues on which we have committed are related to “outputs” learning mathematics fourth class and “inputs” appropriate grade. Because a complete analysis of mathematics curricular content can not be included in an article like this, we summarize only the learning content “fraction”. As far we know, continuity issues relating to both the content of their purchases to specific skills training to students, standards and performance descriptors etc., relative to a subject or a curriculum area, in recent formulation, not be found treated in the literature, even in the didactics of discipline.
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