Formulation of Learning Goals by Mathematics Teachers

Abstract

Formulating learning goals is one of the most important parts of the planning process for mathematics teachers. These goals are organised around three elements: action verbs; reference to specific mathematical content; and consideration of context. In this article, based on the notions of knowledge dimensions, cognitive processes and contexts, we took two samples of mathematics teachers from two different countries. Using cluster analysis, we sought to identify profiles of mathematics teachers in the formulation of learning goals, and to establish whether the schema of curricular approaches allows us to explain the evidence. The results show that there are two profiles that the curricular approach schema does not consider, and that one approach can encompass different profiles.