Considerations on the curricular content of mathematics and its relationship with attitudes

Abstract

This research tries to describe the attitudes toward mathematics, that have infuence in the teaching and learning of the discipline and the need to approach from an analysis of the curricular content of secondary education of Nicaragua. It is a qualitative study from an approach of the Grounded Teory that allowed to explain the theory and its relations between the categories. Terefore, a question guide was proposed for the revision of the following documents: basic and secondary education curriculum; math program from seventh to eleventh grade; and seventh to eleventh grade math textbook. It is concluded that there is presence of the attitudinal component in the curricular contents of the mathematics discipline, as well as emotional components as a transversal axis of Nicaraguan mathematics education.