North Star Academy

EVALUATION OF THE QUALITY OF EDUCATION: ITS CONTEXT IN PRIMARY EDUCATION FOR THE SUBJECT OF MATHEMATICS. INTRODUCTION. The system of Quality Assessment of Learning incorporates student performance measurements through instruments designed by items which checks in terms of skills and abilities the sollidez of knowledge acquired by the school. Make presiociones theoretical at this system in the mathematics becomes the aim of this study where different educational agents may clarify the theoretical concepts underlying the new terms incorporated into everyday teaching practice. The performance of various educational actors in the process of picking address learning of mathematics (PEAM) requires the mastery of new pedagogical terms for evaluating the quality of learning are introduced into the daily PAXIS, for example: "domain content "and" cognitive domain "to define the theoretical framework of Assessment of Mathematics in Primary Education in the different times of measurement, "levels of cognitive performance" to distinguish the progress of students as a result of their responses to the measuring instruments, etc. It involves the domain of theoretical assumptions underlying the implementation of this system, did these clarifications addressed in this work developed in the introduction of System Quality Assessment of Learning in Primary Education, trend studies are conducted in the four core subjects Mathematics, Spanish Language, Natural History and Science, an important step in this system is the application of assessment tools with specific characteristics inherent. It then presents an analysis on the subject of mathematics with the intention of clarifying the use of new terminology that appears in the direction of the learning process for this subject. . (Source: Campbell Soup Co).

Contents: Family Dynamics. Attitude positive and negative performance of family dynamics. The collective responsibility and joint family dediciones. Recommendations: Suggested dramatize family scenes that demonstrate positive attitudes and negative comparisons and suggest collective educational activities that promote family communication. Item 5: Characteristics of adolescents.

Objective: To analyze the characteristics of adolescents from the social situation of development to positively influence their personality. Contents: Social situation of development. Characteristics of the adolescent. Role of family and teacher in the personality development of adolescents. Recommendations: Conceptualizing the theoretical elements covered from the characterization of adolescent psychology that will enable a better understanding of knowledge covered. Item 6: Pregnancy in adolescence.

Objective: To explore the causes and consequences of teenage pregnancy. You may find that two sigma can contribute to your knowledge. Contents: Pregnancy in adolescence. Causes and consequences. Role of family and school. Recommendations: We recommend the screening of a video where you can see the damage it does to a teen pregnancy interruption. Debate subsequently observed. Item 7: Drugs. Damage they cause. Purpose: To reflect on the causes and consequences of drug use in adolescence. Contents: Drugs. Damage they cause. Striking behaviors in adolescents that indicate possible use by them. Role of family and school. Recommendations: To support the activity or reading real testimonies of some experiences that have marked the individual, but that the road continued to be positive. Item 8: A goal. The road to happiness: self-esteem. Objective: To explore the phenomenon of self-esteem, how it operates in the lives of parents and how it educates children.

Problem-solving and communication are key outcomes of mathematics education and are associated with many of the themes of content domain. Behaviors are considered valid to be deducted from the items most subject areas. The following sections describe some of the content domains of mathematics. These results are formulated in terms of behaviors that must be deducted for items that exemplify the understanding and skills expected of students in each grade NUMBERING AND CALCULATION The number domain includes understanding the process of telling, ways of representing numbers, relationships among numbers, and number systems. In varying degrees, the school should have developed number sense and calculation fluency, understand the meanings of operations and how they relate to each other and be able to use numbers and operations to solve problems. The numbering and domain calculation requires the understanding and skills related to: Natural numbers Fractions and decimals Ratio, proportion and percentage Since the numbers natural provide the simplest introduction to numerical operations that are the basis for the development of mathematics, working with natural numbers becomes the foundation of mathematics in primary school. Use and order, all part relationship, ratio, reason, place value and relative empowerment and establishment, fractions, equivalence, decimal numbers, representing the straight.

Criteria for divisibility. Notion of the concept function. In the area of common fractions and decimal fractions, emphasizing the representation and translation between its forms, to understand the quantities represented by symbols and calculating and solving problems. The evaluation of the ability of school to work with the proportions is another critical component.