Angel Ruiz, Mogens Niss, Michèle Artigue, Yiming Cao, Enriqueta Reston
This chapter is a first approach to the subject of curricular implementation based on experiences in Denmark, France, Wallonia-Brussels Federation, the Philippines, China, Tunisia and Quebec (Canada). It offers elements that will allow an exploration of some criteria to understand curriculum change, its implementation, positive or negative results, limitations and successes. In particular, two conceptual or theoretical frameworks are used that, on the one hand, consign six components-vectors that intervene in every curriculum in general (design and implementation); as well as, on the other hand, an ‘ecological’ perspective (associated to the French School of Didactics of Mathematics) that uses more general categories to place the processes of the teaching-learning of mathematics. © 2023, The Author(s).
University of Costa Rica, San José, Costa Rica; Roskilde University, Roskilde, Denmark; Université de Paris, Paris, France; School of Mathematical Sciences, Beijing Normal University, Beijing, China; University of San Carlos, Cebu, Philippines
