<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1409-4258</journal-id>
<journal-title><![CDATA[Revista Electrónica Educare]]></journal-title>
<abbrev-journal-title><![CDATA[Educare]]></abbrev-journal-title>
<issn>1409-4258</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional. CIDE]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1409-42582023000100001</article-id>
<article-id pub-id-type="doi">10.15359/ree.27-1.14531</article-id>
<title-group>
<article-title xml:lang="en"><![CDATA[Implementation of an institutional mathematics curriculum: From expectation to reality]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Poveda-Vásquez]]></surname>
<given-names><![CDATA[Ricardo]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Zumbado-Castro]]></surname>
<given-names><![CDATA[Marianela]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Nacional  ]]></institution>
<addr-line><![CDATA[Heredia ]]></addr-line>
<country>Costa Rica</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad Estatal a Distancia  ]]></institution>
<addr-line><![CDATA[San José ]]></addr-line>
<country>Costa Rica</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2023</year>
</pub-date>
<volume>27</volume>
<numero>1</numero>
<fpage>1</fpage>
<lpage>20</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_arttext&amp;pid=S1409-42582023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_abstract&amp;pid=S1409-42582023000100001&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.sa.cr/scielo.php?script=sci_pdf&amp;pid=S1409-42582023000100001&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  Objective.  This research aimed to analyze the implementation of the mathematics curriculum of a private primary school located in an urban area of Costa Rica.  Methodology. It was developed under the post-positivist paradigm, with a mixed design that used content analysis and descriptive statistics.  Analysis of results.  The review of teachers' didactic plans, student notebooks, and applied written tests allowed a comparison with the institutional mathematics curriculum and generated inputs for decision-making.  Conclusions.  It is determined that, during the implementation, the teachers dedicate much time to the area of numbers, neglecting the other mathematical areas. This is evidenced in the number of items included in the written tests.  Recommendations. The main recommendation is associated with adjusting the plans for the third school period of that year to correct the problem found; participant observation is also proposed as a complementary tool for future assessment.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  Objetivo.  El objetivo de esta investigación era analizar la implementación del currículo de matemáticas de una institución de educación primaria privada ubicada en una zona urbana de Costa Rica.  Metodología.  Se desarrolló con el paradigma post positivista, con un diseño mixto que utilizó análisis de contenido y estadística descriptiva.  Análisis de resultados.  La revisión de los planeamientos didácticos del personal docente, cuadernos de estudiantes y pruebas escritas aplicadas permitieron efectuar una comparación con el currículo de matemáticas institucional y generar insumos para la toma de decisiones.  Conclusiones.  Se determina que el profesorado durante la implementación dedica mucho tiempo al área de números, descuidando las otras áreas matemáticas y se evidencia en el número de ítems que se incluyen en las pruebas escritas.  Recomendaciones.  La recomendación principal se asocia con el ajuste de los planeamientos para el tercer periodo lectivo de ese año para corregir la problemática hallada y se propone la observación participante como una herramienta complementaria para una valoración futura.]]></p></abstract>
<abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  Objetivo.  O objetivo desta pesquisa foi analisar a implementação do currículo de matemática de uma instituição privada de ensino fundamental localizada em uma área urbana da Costa Rica.  Metodologia.  Foi desenvolvido sob o paradigma pós-positivista, com design misto que utilizou análise de conteúdo e estatística descritiva.  Análise de resultados.  A revisão dos planos didáticos dos professores, dos cadernos dos alunos e das provas escritas aplicadas permitiu uma comparação com o currículo institucional de matemática e gerou subsídios para a tomada de decisões.  Conclusões.  É determinado que os professores durante a implementação dediquem muito tempo à área de números, negligenciando as outras áreas matemáticas e isso é evidenciado no número de itens incluídos nas provas escritas.  Recomendações. A principal recomendação prende-se com o ajustamento dos planos para o terceiro período letivo desse ano para corrigir o problema encontrado e propõe-se a observação participante como ferramenta complementar para avaliação futura.]]></p></abstract>
<kwd-group>
<kwd lng="en"><![CDATA[Mathematics education]]></kwd>
<kwd lng="en"><![CDATA[curriculum]]></kwd>
<kwd lng="en"><![CDATA[curriculum evaluation]]></kwd>
<kwd lng="en"><![CDATA[primary education.]]></kwd>
<kwd lng="es"><![CDATA[Educación matemática]]></kwd>
<kwd lng="es"><![CDATA[currículo]]></kwd>
<kwd lng="es"><![CDATA[evaluación curricular]]></kwd>
<kwd lng="es"><![CDATA[educación primaria.]]></kwd>
<kwd lng="pt"><![CDATA[Educação matemática]]></kwd>
<kwd lng="pt"><![CDATA[currículo]]></kwd>
<kwd lng="pt"><![CDATA[avaliação curricular]]></kwd>
<kwd lng="pt"><![CDATA[ensino fundamental.]]></kwd>
</kwd-group>
</article-meta>
</front><back>
<ref-list>
<ref id="B1">
<label>1</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Alpízar-Vargas]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Alfaro-Arce]]></surname>
<given-names><![CDATA[A. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[La formación universitaria de docentes de educación primaria: El caso de matemáticas.]]></article-title>
<source><![CDATA[Uniciencia]]></source>
<year>2019</year>
<volume>33</volume>
<numero>2</numero>
<issue>2</issue>
<page-range>110-54</page-range></nlm-citation>
</ref>
<ref id="B2">
<label>2</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Arnaz]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<source><![CDATA[La planeación curricular]]></source>
<year>1981</year>
</nlm-citation>
</ref>
<ref id="B3">
<label>3</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Artigue]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Implementing curricular reforms: A systemic challenge.]]></article-title>
<source><![CDATA[The twenty-fourth ICMI study school mathematics curriculum reforms: Challenges, changes and opportunities]]></source>
<year>2018</year>
<page-range>43-52</page-range><publisher-name><![CDATA[University of Tsukuba]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B4">
<label>4</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Brovelli]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Evaluación curricular.]]></article-title>
<source><![CDATA[Fundamentos en humanidades]]></source>
<year>2001</year>
<numero>4</numero>
<issue>4</issue>
<page-range>101-122.</page-range></nlm-citation>
</ref>
<ref id="B5">
<label>5</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Burkhardt]]></surname>
<given-names><![CDATA[H.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Curricular design and systemic change. Advances in Mathematics Education.]]></article-title>
<source><![CDATA[Mathematics curriculum in school education.]]></source>
<year>2014</year>
<numero>13-34</numero>
<issue>13-34</issue>
<publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B6">
<label>6</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cao]]></surname>
<given-names><![CDATA[Y]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Chinese mathematics curricular reform in the 21st century]]></article-title>
<source><![CDATA[The twenty-fourth ICMI study school mathematics curriculum reforms: Challenges, changes and opportunities]]></source>
<year>2018</year>
<page-range>53-60</page-range></nlm-citation>
</ref>
<ref id="B7">
<label>7.</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Cohen]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Manion]]></surname>
<given-names><![CDATA[L.]]></given-names>
</name>
<name>
<surname><![CDATA[Morrison]]></surname>
<given-names><![CDATA[K.]]></given-names>
</name>
</person-group>
<source><![CDATA[Research methods in education.]]></source>
<year>2011</year>
</nlm-citation>
</ref>
<ref id="B8">
<label>8</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Elías Hernández]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[El paradigma en investigación educativa: Construyendo consciencia sobre lo que se hace.]]></article-title>
<source><![CDATA[Procesos formativos en la investigación educativa. Diálogos, reflexiones, convergencias y divergencias]]></source>
<year>2019</year>
<page-range>59-74</page-range></nlm-citation>
</ref>
<ref id="B9">
<label>9</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Gamboa Graus]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Borrero Springer]]></surname>
<given-names><![CDATA[R. Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Influencia de los organizadores del curriculum en la planificación de la contextualización didáctica de la matemática]]></article-title>
<source><![CDATA[Revista Boletín Redipe]]></source>
<year>2017</year>
<volume>6</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>90-112</page-range></nlm-citation>
</ref>
<ref id="B10">
<label>10.</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[García-Martínez]]></surname>
<given-names><![CDATA[J. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Cerdas-Montano]]></surname>
<given-names><![CDATA[V.]]></given-names>
</name>
<name>
<surname><![CDATA[Torres-Vitoria]]></surname>
<given-names><![CDATA[N.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Gestio&#769;n curricular en centros educativos costarricenses: Un ana&#769;lisis desde la percepcio&#769;n docente y la direccio&#769;n]]></article-title>
<source><![CDATA[Revista Electrónica Educare]]></source>
<year>2018</year>
<volume>22</volume>
<numero>1</numero>
<issue>1</issue>
<page-range>1-28</page-range></nlm-citation>
</ref>
<ref id="B11">
<label>11</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Loría]]></surname>
<given-names><![CDATA[J. R.]]></given-names>
</name>
<name>
<surname><![CDATA[Lupiáñez]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Estudio del conocimiento de profesores de de secundaria sobre procesos matemáticos.]]></article-title>
<source><![CDATA[PNA]]></source>
<year>2019</year>
<volume>13</volume>
<numero>4</numero>
<issue>4</issue>
<page-range>247-69</page-range></nlm-citation>
</ref>
<ref id="B12">
<label>12</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Lupiáñez Gómez]]></surname>
<given-names><![CDATA[J. L.]]></given-names>
</name>
<name>
<surname><![CDATA[Ruiz-Hidalgo]]></surname>
<given-names><![CDATA[J. F.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Learning expectations, development of processes, and active contextualization in Costa Ricas' mathematics]]></article-title>
<source><![CDATA[The twenty-fourth ICMI study school mathematics Curriculum reforms: Challenges, changes and opportunities]]></source>
<year>2018</year>
<page-range>261-8</page-range><publisher-name><![CDATA[University of Tsukuba.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B13">
<label>13.</label><nlm-citation citation-type="">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Mena González]]></surname>
<given-names><![CDATA[J.]]></given-names>
</name>
<name>
<surname><![CDATA[Mora Fallas]]></surname>
<given-names><![CDATA[M. del R.]]></given-names>
</name>
<name>
<surname><![CDATA[Salas Solano]]></surname>
<given-names><![CDATA[B.]]></given-names>
</name>
<name>
<surname><![CDATA[Sánchez Ávil]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zumbado Castro]]></surname>
<given-names><![CDATA[M.]]></given-names>
</name>
<name>
<surname><![CDATA[Arce Quesada]]></surname>
<given-names><![CDATA[D.]]></given-names>
</name>
</person-group>
<source><![CDATA[Observación de prácticas de aula y evaluación de los aprendizajes de los estudiantes. In 7 Informe Estado de la Educación]]></source>
<year>2019</year>
<page-range>1-235</page-range></nlm-citation>
</ref>
<ref id="B14">
<label>14.</label><nlm-citation citation-type="">
<collab>Ministerio de Educación Pública</collab>
<source><![CDATA[Reforma curricular en ética, estética y ciudadanía. Programas de matemáticas. I y II ciclo de la Educación primaria, III Ciclo de Educación General Básica y Educación Diversificado.]]></source>
<year>2012</year>
</nlm-citation>
</ref>
<ref id="B15">
<label>15</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Molina Bogantes]]></surname>
<given-names><![CDATA[Z.]]></given-names>
</name>
</person-group>
<source><![CDATA[Fundamentos del currículo]]></source>
<year>2017</year>
<publisher-name><![CDATA[EUNED]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B16">
<label>16</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Morales-López]]></surname>
<given-names><![CDATA[Y.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Costa Rica: The preparation of mathematics teachers.]]></article-title>
<source><![CDATA[Mathematics teacher preparation in Central America and the Caribbean: The cases of Colombia, Costa Rica, the Dominican Republic and Venezuela]]></source>
<year>2017</year>
<page-range>39-56</page-range><publisher-name><![CDATA[Springer]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B17">
<label>17</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Osta]]></surname>
<given-names><![CDATA[I.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[The math curriculum reform in lebanon: Achievenments, problems and challenges.]]></article-title>
<source><![CDATA[The twenty-fourth ICMI study school mathematics Curriculum reforms: Challenges, changes and opportunities]]></source>
<year>2018</year>
<page-range>93-100</page-range><publisher-name><![CDATA[University of Tsukuba.]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B18">
<label>18</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Quesada Solano]]></surname>
<given-names><![CDATA[M. E.]]></given-names>
</name>
<name>
<surname><![CDATA[Cedeño Suárez]]></surname>
<given-names><![CDATA[M. A.]]></given-names>
</name>
<name>
<surname><![CDATA[Zamora Calvo]]></surname>
<given-names><![CDATA[J. M.]]></given-names>
</name>
</person-group>
<source><![CDATA[El diseño curricular en los planes de estudio: Aspectos teóricos y guía metodológica.]]></source>
<year>2007</year>
<publisher-name><![CDATA[EUNA]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B19">
<label>19</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Rojas Vargas]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<source><![CDATA[Planeamiento didáctico.]]></source>
<year>2017</year>
<publisher-name><![CDATA[EUNED]]></publisher-name>
</nlm-citation>
</ref>
<ref id="B20">
<label>20.</label><nlm-citation citation-type="journal">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Ruiz]]></surname>
<given-names><![CDATA[A.]]></given-names>
</name>
</person-group>
<article-title xml:lang=""><![CDATA[Sétima parte. Dificultades, desafíos y perspectivas.]]></article-title>
<source><![CDATA[Cuaderno de Investigación y Formación en Educación Matemática]]></source>
<year>2013</year>
<page-range>93-100.</page-range></nlm-citation>
</ref>
<ref id="B21">
<label>21</label><nlm-citation citation-type="book">
<person-group person-group-type="author">
<name>
<surname><![CDATA[Villalobos Zamora]]></surname>
<given-names><![CDATA[L. R.]]></given-names>
</name>
</person-group>
<source><![CDATA[Enfoques y diseños de investigación social: Cuantitativos, cualitativos y mixtos]]></source>
<year>2017</year>
<publisher-name><![CDATA[EUNED]]></publisher-name>
</nlm-citation>
</ref>
</ref-list>
</back>
</article>
