Bibliographic citations
Nina, J., (2018). Gestión curricular en el desarrollo de sesiones de aprendizaje del área de matemática en la institución educativa nº 43014 Angela Barrios de EspinozA de la provincia Mariscal Nieto – Moquegua [Tesis de segunda especialidad, Universidad Marcelino Champagnat]. https://hdl.handle.net/20.500.14231/1326
Nina, J., Gestión curricular en el desarrollo de sesiones de aprendizaje del área de matemática en la institución educativa nº 43014 Angela Barrios de EspinozA de la provincia Mariscal Nieto – Moquegua [Tesis de segunda especialidad]. PE: Universidad Marcelino Champagnat; 2018. https://hdl.handle.net/20.500.14231/1326
@misc{renati/241248,
title = "Gestión curricular en el desarrollo de sesiones de aprendizaje del área de matemática en la institución educativa nº 43014 Angela Barrios de EspinozA de la provincia Mariscal Nieto – Moquegua",
author = "Nina Velásquez, Julia Esmeralda",
publisher = "Universidad Marcelino Champagnat",
year = "2018"
}
This action plan responds to the need to reverse the identified problem of inadequate curricular management, for which the proposal arises: curricular management in the development of mathematics learning sessions, which aims to: Strengthen curricular management in the development Mathematics learning sessions through the implementation of professional learning communities, monitoring and accompaniment to teaching practice, at the primary level, with the participation of the members of the educational community. It is a qualitative research, with a participatory action research design, foresees the use of instruments such as: questionnaire, field notebook and teacher performance monitoring sheets. The diagnosis was made with the participation of teachers, prioritizing the problem and as an alternative solution, the implementation of professional learning communities and monitoring and accompaniment to teaching practice emerged, having as conceptual and theoretical references the proposals of Krichesky and Murillo (2011). ), Bolívar (2015), who consider Professional Learning Communities as a school improvement strategy focused on collaboration and mutual support, Cowie and Bell (1999) and Furtak (2012) Formative evaluation for learning improvement, Pekrun ( 1992 and Nerici (1991) on the importance of motivation in learning Carrying out a reflexive critical analysis of the work of the pedagogical leader in learning management, and developing the action plan facilitates the immediate reversal of the problem, improves teacher performance and student learning achievement
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