INTRODUCTION

As in life, it is not possible to separate information from education and it could never be said that the boy or girl enters school educated but not informed, or the other way round; school, as part of life, influences and has always influenced both aspects. While the teaching of mathematics has been privileged in school curricula, it has also implicitly and expressly influenced both, with different focus over time. Nowadays, the social aspect is added to these two dimensions, education and information -aimed at the individual- since mathematics, from its language and method, has become a way to understand and improve the scientific, industrial and technological world we live in. It is from this potential that mathematics furthers, in a privileged manner, the purposes of the Federal Education Act as regards the BGE, while it contributes to the individual and social development of the students, fostering "the search of truth" in them. And, with relation to it, it also fosters critical judgment, strict working methods, honest representation of results, simple and accurate language and consideration of others' ideas and of the shared work. It is appropriate to question what kind of teaching of mathematics should be promoted today, in order to achieve that kind of development in the students. Our present society has specific demands on knowledge and on the way it should be directed. Our contemporary world requires alternative views towards the same problem, as well as the search of common relationships in seemingly different situations. An apparently fundamental criterion to support is, in the teaching of mathematics as well as in other areas, the search of the understanding of the concepts and procedures that school is socially committed to teach. An understanding that ensures that the contents learned may be applied to new situations resulting from other aspects yet unrelated to mathematics, interpreting them again in the cultural context they are presented. This kind of knowledge should distinguish students beginning school with primarily intuitive and contextual knowledge, and therefore difficult to transmit, from those students graduating from school. This focus of the teaching of mathematics is totally consistent with the provisions of Recommendation N 26/92 of the Federal Council on Culture and Education as regards the school proficiencies to be developed related to the axis of scientific-technological knowledge. It points out the need that the students acquire "knowledge patterns that would allow them to extend their experience to everyday life and to have access to more integrated systems" through the specific processes of thinking aimed at solving problems in principal areas and sectors of reality." Particularly, the Common Basic Contents (CBCs) for the BGE should, with a teaching highlighting the value and method of this science, be the background of the knowledge needed by the common citizen for his or her personal development, and to start understanding the basis and possibilities of modern technology without improper interpretations of scientific knowledge. CBCs extend the commonly understood view of contents when incorporating as such, apart
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from the concepts, the proceedings and attitudes related to every area of knowledge. In fact, it is through these last two kinds of contents that the scientific concepts play their role allowing the assessment of its true comprehension on the part of students. In short, at present, working the mathematical contents requires to emphasize: the conceptual understanding; the pleasure of working with mathematics; the skill to pose problems and to solve them with a series of strategies, considering that mathematics is a human skill to which all can have access in a pleasant way; the meaningful and functional nature of mathematics as regards its connection to the real world, its different branches and other sciences; the potential of mathematics to model problems of other disciplines from its logical structure and language; the value of the new technology (calculators, graphic calculators, computers, multimedia) incorporated to the classroom, not only to facilitate calculations but because of the possibility of the mathematical" experiences", enriching the perception and arithmetical operations involved in the processes of construction, structure and analysis of contents; the internal cohesion of mathematics; the value of mathematics in culture and society, in the past and at present.

ORGANIZATION OF THE MATHEMATICS CBCs FOR THE BGE

This structure is intended to introduce the CBCs and does not stipulate a curricular organization designed to teach them. In the same manner, the enumeration of sections (1,2,3,4, and so on) is arbitrary and it does not imply an order of treatment. Mathematics CBCs for General Basic Education are organized around eight sections. Section 1: Numbers. Section 2: Operations. Section 3: Graphical and algebraic languages. Section 4: Notions of geometry. Section 5: Measurements. Section 6: Introduction to statistics and probability. Section 7: Procedures related to mathematics. Section 8: General attitudes related to mathematics . It is important to note, as regards the organization in sections, that: a) b) c) the contents of a cycle presume the acquisition of those of the precedent cycle, which continue being worked on in more complex contents; sections allow integrations and interconnections by the selection of issues with different approaches; sections 7 (procedures) and 8 (attitudes) have to be related permanently to the contents of section 1 through 6.

The description of every section includes: Summary of the contents to be developed Expected achievements by the end of the BGE. Links of the section with other chapters of the CBCs for the BGE Scope of the contents by section and cycle (stated in the charts of the Annex)

DESCRIPTION OF THE MATHEMATICS SECTIONS FOR THE BGE

SECTION 1: NUMBERS Summary This section refers to the study of numerical sets and their properties. It has been designed to be different from the section on operations in order to explicit express the need to work specifically on the nature of the numerical sets, their representations and the properties characterizing them. Undoubtedly, this section will be particularly supported on those on operations and measurements, since it is there where numbers become significant and useful. Numerical sets respond to needs arising from everyday life (natural numbers to count, order and cardinalize; fractions and decimal numbers to explain portions of a unit; whole numbers to show profits and losses...). Besides these pragmatic reasons, school should provide students those reasons of mathematical character, presenting different numbers as roots of different kinds of equations. Comprehension of the system of decimal positional numeration provides students with a universal tool of communication that allows them to represent with a same code, sometimes approximately, all the real numbers and to enter into the arithmetical operation. Rules governing this system are far from becoming "evident" to the students and, therefore, the teaching of this must be extended to different depths throughout the three cycles, starting with the use of specific material. The work with fractions and decimal numbers in the first cycle shall be related to their social uses, in simple situations of measurement, use of money, or the reading of prices, relating this contents with those of the section on measurements. In the second cycle, too, it is intended to work with rational numbers with the purpose of understanding their mathematical meaning, giving sense to them through situations involving their use in everyday life and, therefore, complex expressions of such will not be included. Comparing and analyzing numerical regularities and patterns, for example as regards divisibility, introduces the student to the intrinsic wealth of mathematics. The need to express huge or very small numbers comes from other disciplines (physics, biology, astronomy, geology, etc.) and mathematics provides the resources for that with a few symbols, using potentials of 10. This form of writing numerals is known as "scientific notation" and offers a means to compare quantities of relative magnitudes among numbers that a simpler representation misses. It is important to relate different numerical representations (0.5=5/10=1/2=50%=5*101=0.4999...), which will allow students to use them in an appropriate manner and according to the problem to be solved. To make students become aware of the existence of irrational numbers, it may depart from the
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periodicity of the decimal expression of rational numbers as well as the from the calculation of the length of the diagonal of a square, for example side 1, applying the Pythagorean' Theorem; from the relationship between the circumference with its diameter, from the calculation of the golden number working with rectangles or from an example of the Theory of Probabilities. It is not intended that students of the BGE learn a formal introduction of the concept of natural, whole, rational and real numbers. An intuitive approach will be enough to account for the properties of order, discretitude, density and/or completeness of every group. The representation of different numerical sets on the line (to this regard computers may be useful for the possibility of making variations within certain range for a better view) will contribute to the understanding of such properties. The procedural contents of this section will be related to mental activities of identifying, interpreting, reading, writing, comparing, relating, classifying and ordering different kinds of numbers and generalizing its properties, and they will be developed when problem solving is requested. Students have "sense of numbers" when they are able to understand the meaning of numbers, to compare, relate them, recognize their relative magnitudes, distinguish the appropriate situations to use them, to operate with them, and to judge whether the numerical result is reasonable and to express them conveniently. Expected achievements for Section 1 of Mathematics by the end of the BGE. Pupils shall: Be able to recognize and use in different situations presented to them the different numerical sets (N, Z, Q, R), understanding their defining properties and the alternative ways to represent their elements, selecting them according to the situation to be solved.

Links of Mathematics Section 1 with other chapters of the CBCs for the BGE MATHEMATICS SECTION 1: NUMBERS. LANGUAGE SECTION 1: SPOKEN LANGUAGE. SECTION 2: WRITTEN LANGUAGE. NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES. SECTION 2: PHYSICAL WORLD. SECTION 3: MATTER, STRUCTURE AND CHANGES. SECTION 4: THE EARTH AND ITS CHANGES. SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE. SECTION 2: SOCIETIES THROUGH TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY.

SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION.

TECHNOLOGY SECTION 1: DEMAND AREAS AND THE ANSWERS OF TECHNOLOGY. SECTION 2: MATERIALS, TOOLS, MACHINERY, PROCESSES AND INSTRUMENTS SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY. SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY. SECTION 5: PROCEDURES RELATED TO TECHNOLOGY: ANALYSIS OF TECHNOLOGICAL PRODUCTS AND PROJECTS. ART EDUCATION SECTION 1: CODES OF THE ARTISTIC LANGUAGES. PHYSICAL EDUCATION SECTION 1: FIELD GAMES AND SPORTS. SECTION 2: SPORTS. SECTION 3: GYMNASTICS. ETHICAL AND CIVIC EDUCATION SECTION 2: OPERATIONS Summary Operations are intended to solve mathematically posed problems. There are three aspects to consider in the different numerical sets when working with operations: their meaning in every numerical set; ways of calculating results; formal analysis of their properties.

The comprehension of an operation involves the consideration of concepts and relations represented by operations and not only the manners or techniques used to arrive at the results. Students come to school with informal knowledge on numbers and the uses of them, which teaching will take as starting points to continue building the meaning and calculation of operations. The introduction of the signs of operations deserves as much attention as the introduction of numerals. Understanding the conventional meaning of signs which are not unambiguously related to one kind of problems , and the forms of arithmetical writings will make easy for the student to go from the problem to its mathematical symbolic representation, operating on it and arriving at a

result which will again be framed into the context of the problem conditions to analyze whether it actually is what was expected. This process is named as "mathematical modeling." The capacity to interpret, construe and translate oral or written problems to the language of numbers and operation signs, requires a logical treatment which is valid regardless the numeric result. By the end of the First Cycle students should be able to construct models of problem situations based on the four basic operations and, at the same time, the "accounts" being given, they should be able to create a particular statement which symbolic representation fits the same; this will contribute to understanding that one symbolic expression can represent a wide range of problems. A good work in a numeric interval does not guarantee the immediate transfer of what has been learned to another wider interval, and least to other groups in which operations do not accept same interpretations given for natural numbers. For example, in general it is useless to think on division of fractions as a repeated subtraction and it is rather difficult in some cases to interpret it as a sharing situation, fact similarly repeated when dividing one decimal number by another decimal number. From what has been stated, it follows that each Cycle should work on the interpretation of operations according to the numerical sets and intervals being worked with. Calculation is not separated from the meaning of the operation that will allow considering the reasonable character of the result. Nonetheless, the procedure of the calculation is governed by properties not strictly linked to the problem but to the nature of the numbers used, to the rules of the decimal positional system and to the properties of the operation itself. What does matter in the relationship between calculation and the problem is the required degree of accuracy. The use of estimation and approximate calculation should be linked to that of accurate calculation with a criterion of need. The nature of the problem and its context determines the need for one or the other. Before working with conventional algorithms the complete understanding of which requires that of the laws of the system of numerals (particularly that of relative value) and of the properties of the numerical set used-, it is advisable to include a systematic activity with mental and written calculation, composing and factorizing the numbers as a whole (instead of working with tens, hundreds, etc.), and to associate them according to simpler calculations and operations that students have reasonably memorized and are able to control. Mental arithmetic with different numerical sets should constitute a fundamental and permanent part of the work in the classroom, since it is there where the properties of the numbers and operations play their role, and it is the appropriate means to make estimations and approximate calculations, so necessary in everyday life, contributing to the development of the "sense of numbers." The work with calculators and computers make relevant these two ways of calculating; while, on the one hand they can offer accurate results, these can be anticipated and assessed by meaning and relevance to the posed situation by means of estimate calculation. Although the calculator has become a usual element in the classroom, it does not mean a compelling use of it. The teacher has to encourage, or not, the use of it according to the goals of

his task. For example, in classes devoted to the construction and analysis of basic algorithms, the use of a calculator may be postponed; while in classes devoted to solve problems, it may be allowed without objections in order to save time which students could devote to reasoning, to the search of different ways of solution, to confront their solutions with those of others, and to solve a greater variety of problems. During the first cycles, the operation is essentially linked to the conditions of a problem, and its layout requires an important logical reasoning. However, in order to understand the internal structure of every operation and to formalize their properties, it is necessary to be able to work them as ideal entities, regardless of their individual contexts. For this reason this formalization is referred to the last BGE Cycle. The preparation of tables, scales, the detection of regularities in such scales, the contrast between inverse operations and the design of the search of terms and factors given the results, will contribute to understand the structure of every mathematical operation; separating them from the context and allowing a more general use of them. Through the idea of divisibility, digits, factorizing, lowest common multiple, greatest common divisor, etc., students will be have an approach to the internal problems of mathematics, in this case to the one arising from studying the Theory of Numbers. This content, introduced in the Second Cycle as regards natural numbers, will be extended and systematized in the Third Cycle with relation to whole numbers, also analyzing the congruence relations in simple situations as the arithmetic of the clock or the weekdays, and applying them to divisibility criteria. Proportionality between numerical values and quantities of magnitude are closely related since any correspondence between them, once chosen the units, is translated into a correspondence between their measurements and, therefore, it allows an exclusively numerical treatment. This is the reason why it has been included in this section although the nature of the issue is present in every section, particularly in that of Functions, through the concept of function of proportionality. Situations of numerical proportion and with quantities offer possibilities of differentiated treatments for a same problem, they require the capacity to organize information and implicitly bear the concept of model. For example, the following can be mentioned in relation with the concept of proportionality and of ratio: operations of multiplication and division; geometry related to similarity; rate of growth of a function; simple trigonometry of rectangular triangles; circular graphics; factor of scale; tables and rules of calculation; definitions of compound units such as those of density, speed and acceleration; chemical equivalencies; laws on ideal gases, etc.

Expected achievements for Section 2 of Mathematics by the end of the BGE. Pupils shall: Understand and know how to use operations and relations among numbers to solve problems, selecting the kind of accurate or approximate calculation required by the situation posed, and should also know to estimate and interpret the results verifying their reasonableness.

Links of Mathematics Section 2 with other chapters of the CBCs for the BGE MATHEMATICS SECTION 2: OPERATIONS LANGUAGE SECTION 1: SPOKEN LANGUAGE SECTION 2: WRITTEN LANGUAGE SECTION 5: FOREIGN LANGUAGE/S NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES SECTION 2: PHYSICAL WORLD SECTION 3: MATTER, STRUCTURE AND CHANGES SECTION 4: THE EARTH AND ITS CHANGES SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE SECTION 2: SOCIETIES THROUGH TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION TECHNOLOGY SECTION 1: DEMAND AREAS AND THE ANSWERS OF TECHNOLOGY SECTION 2: MATERIALS, TOOLS, MACHINERY, PROCESSES AND INSTRUMENTS SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY SECTION 5: PROCEDURES RELATED TO TECHNOLOGY: ANALYSIS OF TECHNOLOGICAL PRODUCTS AND PROJECTS ART EDUCATION SECTION 1: CODES OF ARTISTIC LANGUAGES PHYSICAL EDUCATION SECTION 1: FIELD GAMES SECTION 2: SPORTS SECTION 3: GYMNASTICS

SECTION 5: SWIMMING

ETHICAL AND CIVIC EDUCATION SECTION 3: GRAPHIC AND ALGEBRAIC LANGUAGES Summary Algebra represents numbers, sets of numbers, quantities and relations with letters and signs (symbols) in a systematic and useful way to describe connections among variables. The potential of application of algebra is evident in mathematics itself and in other fields of knowledge (economy, natural sciences, social sciences, design, etc.), but because of its degree of abstraction a transition work from arithmetic to this branch of mathematics becomes necessary. That it is the reason why in the BGE students will explore algebraic concepts, but informally. This exploration should focus the use of physical models, data charts, graphics, writing of equations, formulas, etc., which tend to benefit the understanding of the concepts of function, variable, change and dependence. The idea of functional relation may be intuitively developed through the observation of regularities and the work with standards that can be generalized. The use of letters and other symbols to describe their general properties prepares the student to use variables in the future and to classify and organize information. The function of proportionality should be studied as a manner of uniform change with everyday examples, and from this it is possible to analyze the properties of other numerical, geometrical or empirical functions. The functions of sine and cosine become effective ways of modeling real world phenomena as biorhythms, sound waves, magnetic flux variations, etc. The potential of the functions consists of simply describing complex situations as well as allowing the prediction of results. For example, students will be able to register the number of oscillations of pendulums with different lengths in a given period of time and to make graphics on the relationship between length and number of oscillations, representing these with symbols, and to use these in order to predict the number unproven of oscillations of pendulums with other lengths, and to validate their predictions with experiments. Even though graphical calculators and computers have simplified the problem of making graphics, it is intended that students develop a global and intuitive appreciation of the behavior of the functions and their properties, based on the reading of their graphs as well as on their analytical expressions; thus, they will be able to translate the latter into graphics, and the other way round, anticipating the characteristics of the graphic or its equation as the case may be. Since mathematical models (graphical or algebraic) do not usually describe fully accurately the real world phenomena, it is necessary to discuss mistakes in the observation the incorrect formula, the uncontrollable influences, inappropriate ranges of application as possible reasons for the incorrect models until arriving at the evident fact that the world does not function as simply as mathematics.

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The solution of different problems will require the layout of equations, inequalities or systems that at first may be solved with graphical support, and in the Third Cycle a more thorough algebraic treatment will lead to the understanding that algebraic equality and inequality may be transformed in a valid way by means of rules prescribed by algebra to produce simpler expressions (equivalent) but retaining their initial relation. Expected achievements for Section 3 of Mathematics by the end of the BGE. Pupils shall: Know and know how to use symbols and graphic representations to express relations, especially functional ones, recognizing the value and the limits involved in mathematical modeling as regards real life phenomena.

Links of Mathematics Section 3 with other chapters of the CBCs for the BGE MATHEMATICS SECTION 3: GRAPHIC AND ALGEBRAIC LANGUAGES LANGUAGE SECTION 2: WRITTEN LANGUAGE NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES SECTION 2: PHYSICAL WORLD SECTION 3: MATTER, STRUCTURE AND CHANGES SECTION 4: THE EARTH AND ITS CHANGES SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE SECTION 2: SOCIETIES THROUGH TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION TECHNOLOGY SECTION 1: DEMAND AREAS AND THE ANSWERS OF TECHNOLOGY SECTION 2: MATERIALS, TOOLS, MACHINERY, PROCESSES AND INSTRUMENTS SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY SECTION 4: TECHNOLOGY, NATURAL MEDIA, HISTORY AND SOCIETY ART EDUCATION SECTION 1: CODES OF ARTISTIC LANGUAGES PHYSICAL EDUCATION

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ETHICAL AND CIVIC EDUCATION SECTION 4: NOTIONS OF GEOMETRY Summary The purpose of introducing notions of geometry in the BGE is intended to assist the student to control his or her relationships with space, to represent and to reasonably describe the world he or she lives in, and to study the geometrical entities as models for that reality. Talking of reasonable representation and description does not assume disregarding the intuitive treatment of already mentioned notions; that will be the starting point of all the construction of space and geometrical concepts relevant to the level. A good teaching of geometry is the one that provides students with the opportunity to work with their logical and perceptive capacities, making them evolve from the egocentric, globalizing and intuitive view they initially have as regards objects, to a level of analysis of properties of such and the relationships among them, thus encouraging students to make more strict their representations, language, inferences and deductions. Although in the BGE there will not be a formal deductive treatment of geometry, thought as a system of axioms, it is a topic, among others in mathematics, in which students may acquire the idea of deductive presentation, of the need for it and of the constituent elements of mathematical theories (axioms, definitions and theorems). The teaching of this section in the BGE should be carried out with a criterion similar to that stated as regards the learning of the numerical contents, that is to say, focusing the construction of meaning of the space and geometrical contents through their usefulness to solve problems. This criterion in the teaching of geometry contributes to the students understanding of what those contents are and what they are for, leaving aside imitation and memory learning of geometry based on seeing, naming and defining. The work through situations implying procedures such as classification, description involving properties, reproduction from models, construction on the base of written, spoken or graphic data and the conventional representation of figures and bodies will lead students to research and to use geometrical concepts and relations. The correct understanding of the notions of geometry will qualify students to use geometrical models that allow them to solve problems arising from other branches of mathematics, or from other concepts (for example, for graphically representing fractions, algebraic properties such as the distributive property and the square of a binomial expression, forces, the structure of chemical compounds, plans and maps, trajectory of particles, statistical graphics, designs, etc.). The treatment of vectors and their operation (addition and product by a real number) in the BGE should be mainly directed at representing the forces and at working with the transformations of the plane; this is a good example for students of the fact that mathematics not only works with numbers. The computer, as well as photography, the overhead projector, and the photoestatic copy

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machines, may provide students with rich experiences on the development of space skills and on the exploration of geometrical concepts (perspective, projections, transformations of the plane and space, etc.), but they should never completely substitute the direct experience with material objects, drawings, constructions and the use of the instruments of geometry. Since students do not depart from a theoretical and intellectual construction of geometry but they arrive at it through an empirical relationship with their physical environment, perceptions such as figure-frame, position and movement, visual discrimination, visual memory, constant form and size, etc. may be encouraged by activities that take into account the contents specified in this section. Expected achievements for Section 4 of Mathematics by the end of the BGE. Pupils shall: Recognize and know the use of properties of two-dimensional and three-dimensional forms for the resolution of problems, and to apply the concepts of measure, placement and transformation in the study of space.

Links of Mathematics Section 4 with other chapters of the CBCs for the BGE

MATHEMATICS
SECTION 4: NOTIONS OF GEOMETRY

LANGUAGE SECTION 2: WRITTEN LANGUAGE NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES SECTION 2: PHYSICAL WORLD SECTION 3: MATTER, STRUCTURE AND CHANGES SECTION 4: THE EARTH AND ITS CHANGES SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE TECHNOLOGY SECTION 2: MATERIALS, TOOLS, MACHINERY, PROCESSES AND INSTRUMENTS SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY ART EDUCATION SECTION 1: CODES OF THE ARTISTIC LANGUAGES SECTION 3: SENSORY INFORMATION: PERCEPTION

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PHYSICAL EDUCATION SECTION 1: FIELD GAMES SECTION 2: SPORTS SECTION 3: GYMNASTICS SECTION 5: SWIMMING ETHICAL AND CIVIC EDUCATION SECTION 5: MEASUREMENTS Summary In this section, numbers, geometry and the physical world naturally concur. From the context of magnitudes it is necessary for the students to separate the magnitude to be considered from other perceptual data confusing them, for example: length, from the form of the curve; capacity, from size and the form of the object; mass, form the size; width of an angle, from the length of its sides, etc.

These are processes deeply related to the development of logical reasoning and of perception skills such as those mentioned in the Section on Notions of Geometry, and that need different periods of construction time; that is the reason why all magnitudes can not be introduced simultaneously. For example, the concepts of length, area and capacity seem precede the notions of volume and mass, of more abstract nature. Understanding measures means to understand the process of measurement, the inaccuracy of results, the concept of error in measurements and what it can be attributed to, and the importance of the selection of the unit and of the appropriate tool to achieve the accuracy required by the situation posed. Capacity to assess measures (quite different from guessing) with units created by the students and with the conventional ones more commonly used, may be worked on as from the first courses because it is a powerful tool to solve everyday problems. It is important that students devise formulas to determine measures and to see the benefits provided by their use (economy of effort and time). From this point of view, the systems of measurements conventionally used as cultural codes that facilitate a generalized communication will be analyzed. The trigonometry reasoning admits multiple applications in concrete problems on the calculation of angles and distances of different fields in which mathematics is used (physics, engineering, astronomy, etc.). In addition in takes part in the definition of highly complex mathematical concepts such as polar coordinates, trigonometric representation of complex numbers, the angle between two vectors, etc. which will be worked in the Multimodal Level. Expected achievements for Section 5 of Mathematics by the end of the BGE. Pupils shall:
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Distinguish magnitudes, and appropriately use and operate with units of measurements, recognizing that all measurements are inaccurate but that the degree of accuracy required by the situation to be solved may be established and therefore the mistake may be observed.

Links of Mathematics Section 5 with other chapters of the CBCs for the BGE

MATHEMATICS
SECTION 5: MEASUREMENTS

LANGUAGE NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES SECTION 2: PHYSICAL WORLD SECTION 3: MATTER, STRUCTURE AND CHANGES SECTION 4: THE EARTH AND ITS CHANGES SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE SECTION 2: SOCIETIES THROUGH TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION TECHNOLOGY SECTION 2: MATERIALS, TOOLS, MACHINERY, PROCESSES AND INSTRUMENTS SECTION 5: PROCEDURES RELATED TO TECHNOLOGY: ANALYSIS OF TECHNOLOGICAL PRODUCTS AND PROJECTS ART EDUCATION SECTION 2: PROCEDURES AND TECHNIQUES OF ARTISTIC LANGUAGES PHYSICAL EDUCATION SECTION 1: FIELD GAMES SECTION 2: SPORTS SECTION 3: GYMNASTICS ETHICAL AND CIVIC EDUCATION SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY Summary Much of the information received by people everyday may only be interpreted by the language of Statistics and Probability. The use of the methods of these two disciplines has been included in almost every field of knowledge.
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In everyday life, situations depending on random (random events or facts) are more frequent than those precisely forecasted: What will be the teacher's mood today? Are we going to catch a cold this winter? Who will win the cup?

Facts so simple as those mentioned above should be interpreted in a probable way, related to notions of random and uncertainty. From the individual analysis of these facts (what was the teacher's mood on Monday, how was my health last year, etc.) nothing could be concluded; however, taking same data in the appropriate quantity and number, it is possible to forecast "with some degree of accuracy" what is likely to happen in the future in which we are interested. That is what statistics is about. Descriptive Statistics deals with the organization and interpretation of data (sample) obtaining measurements that summarize their characteristics. Inferential Statistics uses these measurements to make generalizations (predictions) as regards the population on the basis of the information provided by the sample (subset of such population). For example, deciding on the basis of particular data whether a vaccine or a therapeutical treatment is effective for a particular population requires the use of the methods of inferential statistics. Because of the complexity of these methods, during the BGE statistical inference will not be approached but it will be possible to make the student acquainted with the analysis of data and with the obtaining of the consequences so as to recognize the value of these procedures for decision-making. First Cycle will introduce simple situations will, in which students need to collect data and to organize, describe and interpret them to answer the questions posed, for example, Which is the most rainy month in this area? How do we monitor the results of the school athletics championship? Are we able to characterize languages for the frequency in the use of vowels?

In these cases, it is possible to get a systematic record of data and to analyze the multiple variables which could define the phenomenon, while in the phenomena related with the questions made at the beginning of this synthesis (teacher's mood, colds throughout the year) such record and the analysis of the variables is much more difficult. It is worth mentioning that both are random phenomena. In the last cycles, it is important that students can not only relate their statistical tasks to everyday situations but also use them as a tool to understand contents and to solve particular problems of other fields of knowledge such as social sciences, natural sciences, economy, etc. The organization of information in tables and graphics will provide the average, the mean and the trend as quantitative data that allow the interpretation of general properties of the finite set of data or results being worked on.

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The scales used should be adapted to the requirements of what is intended to be measured. It is important that students get to know the properties of nominal scales, classification scales, ordinal scales, scales of similar intervals and quotients, in order to make an appropriate selection of such according to the problem to be solved. From the first concepts and through simple examples students should be guided so as to avoid making common mistakes. For example, it should be clear that the average or mean value not necessarily results in a value already existing in the set of data; that the total average may not be the same that the average of partial averages, that a same set of data may have more than one trend, etc. For a more complex analysis of data it is also important to know how such data concentrate. Variation shows their dispersion as regards mean value. If it is small it will show that the values of the variable concentrate around that value and, on the contrary, if it is great, it will show that values are very disperse. Through graphic representations, students will also find a simple method to generally appreciate the behavior of the set of data and to interpolate and extrapolate, provided that the conditions of the problem are the same, and thus they will be able to infer the consequences. At school, time should be particularly devoted to the analysis of the statistical information provided by the media, in order to learn to distinguish correct and the incorrect uses (use of average, representativity of the sample, incorrect extrapolations, etc.). A specially interesting statistical issue is the study of the correlation among random variables. It may be interesting to answer questions such as: Is there a relationship of dependence between the marks obtained by the students in the mathematics test at the beginning of the year and their marks at the end of the course? Does the age of the drivers have any influence in car accidents? For example, there is a correlation between the height and weight of a person. There may be such cases of a fat and short man heavier than a tall and thin man but this does not invalidate such correlation. The correlation gives the measure of how two random variables vary jointly. Through dotted graphics in which the value of the variables to be considered are represented, the student will be able to analyze the distribution of such dots. In fact, correlation is established by a number between -1 and 1, and it shows the degree of linear dependence among the variables considered. The way to obtain the measure of the correlation will not be approached in the BGE, but there will only be an intuitive, visual and graphic approach from applications, however the teacher should know such way. The teaching of probabilities in the BGE is intended to work the concepts of random, possibility, impossibility, degrees of probability and impartiality. In this level, it will be enough to use the classical definition of Probability as the "quotient between the number of positive cases and the number of possible cases." Through games, experiments and simulation models, the student will be able to explore the relationships between empirical and theoretical probability. It is amazing to note that random phenomena are governed by rather accurate rules and, after all, they are not so whimsical as they apparently seem at first sight. Besides, the problems of probability in the traditional schedule show the advisability of having

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more powerful counting methods. The procedures that assist in the counting of objects (a tree diagram, frequency or contingency tables), and in the ways to combine and group them (permutations, combinations and variations) may be worked by the students without formal definitions but with examples enabling them to find regularities and to elaborate formulas. Expected achievements for Section 6 of Mathematics by the end of the BGE. Pupils shall: Know how to collect, organize, process and interpret information statistically, and to understand, estimate and use probabilities, giving value to these procedures to take decisions.

Links of Mathematics Section 6 with other chapters of the CBCs for the BGE

MATHEMATICS
SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY

LANGUAGE NATURAL SCIENCES SECTION 1: LIFE AND ITS PROPERTIES SECTION 2: PHYSICAL WORLD SECTION 3: MATTER, STRUCTURE AND CHANGES SECTION 4: THE EARTH AND ITS CHANGES SOCIAL SCIENCES SECTION 1: SOCIETIES AND GEOGRAPHICAL SPACE SECTION 2: SOCIETIES THROUGH TIME. CHANGES, CONTINUITY AND CULTURAL DIVERSITY SECTION 3: HUMAN ACTIVITIES AND SOCIAL ORGANIZATION TECHNOLOGY SECTION 3: INFORMATION TECHNOLOGY AND COMMUNICATIONS TECHNOLOGY SECTION 4: TECHNOLOGY, NATURAL ENVIRONMENT, HISTORY AND SOCIETY SECTION 5: PROCEDURES RELATED TO TECHNOLOGY: ANALYSIS OF TECHNOLOGICAL PRODUCTS AND PROJECTS ART EDUCATION PHYSICAL EDUCATION SECTION 1: FIELD GAMES SECTION 2: SPORTS SECTION 3: GYMNASTICS SECTION 5: SWIMMING ETHICAL AND CIVIC EDUCATION
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SECTION 1: THE PERSON SECTION 2: VALUES

SECTION 7: PROCEDURES RELATED TO MATHEMATICS Summary Next, there follows the explanation of the general procedures related to mathematical activities (in Section 1 through 6 more specific procedures related the mathematics of each section have been detailed). In the corresponding chart, concepts are not presented, since it is not intended to give students a course on logic, heuristics or mathematical language, but through the implementation of these procedures and the thinking resulting from such practice, students come to understand the logical reasons supporting them. These procedures should be addressed from the first cycle through the contents of sections 1 through 6 and of other chapters because they constitute an important element of transverse integration while they are related to the formation of general processes of thinking. They are classified as procedures related to solution of problems, reasoning and communication only to show more clearly the aspects included, although it will not be possible to work on procedures of a category without compulsorily involving the other two. On the solution of problems The solution of problems should not be thought as a different topic but as a procedure that should be present in all the curricular design and should provide the context in which concepts and attitudes may be learned. Problem refers to any situation with an objective to achieve, that requires a series of actions and operations to obtain the solution, which is not achieved immediately, forcing students to get new knowledge, modifying (enriching or rejecting) those already obtained. In the classroom, students should work on problems that foster: Problems involve: the construction of new knowledge; the use of already acquired knowledge in mathematical situations and in situations beyond mathematics; the extension of the field of use of an already studied notion; the joint implementation of different categories of knowledge; the monitoring of the status of knowledge; the research, aiming at the development of methodological skills. routine procedures such as counts, calculations, graphics, transformations, measurements, etc., and more complex procedures (under the name of "strategies") such as estimating, organizing, comparing, relating, classifying, analyzing, interpreting, working with properties, discovering patterns,

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transforming complex problems into simpler ones, etc. The elaboration of personal strategies to solve problems makes students feel confident in their possibilities to work in mathematics since it is supported on knowledge they can control. Working in groups discussing strategies, expressing suppositions, estimating results, remarking mistakes, studying alternatives and consequences, discriminating more useful and economical procedures, analyzing the appropriateness of the results according to the situation posed, will make students develop their concepts and procedures and, in turn, it will introduce them into the "social rules of discussion and decision-making." Making questions from a set of data that students are able to interpret, will help them to understand what a problem is, to analyze whether their questions are relevant to the information given and whether it is enough to answer them and, if not, to look for new information. Thus, students will come in touch with scientific work. An open and encouraging attitude of the teacher and an environment of respect for others' ideas are important factors for students to develop the comprehension, taste for, and confidence to work with procedures of higher intellectual degree. On reasoning The mathematician does not disregard any way to arrive at knowledge (intuitive, inductive or deductive), and students should neither do so. The BGE is not intended at students working within a strict axiomatic frame, but to intuitively perceive, to pose hypothesis, to make suppositions, to generalize, and, if possible, to demonstrate, without the extreme requirements of formalization as in the complete presentation of results in mathematics what prevents appreciating and experiencing the procedures leading to such results. Intuition as the first perception of concepts that enables the comprehension of the world, frequently limited and even mistaken but greatly useful, with which students come to school, as well as the immediate perception of an idea that appears when less expected, are aspects that the teacher should not disregard. The first one because it is the starting point school should work on to produce qualitative changes of those spontaneous concepts that students show to have. As regards the second one, it apparently does not take place in a virgin conceptual field but in those people with previous concepts without resorting to logical reasoning. Induction is the method used by the great majority of sciences to corroborate that certain propositions are true. Inductive reasoning is based on the elaboration of suppositions or hypotheses from generalization of properties given in a set of observations. Throughout the BGE, the contrast between concepts and relationships, the search for regularities in a set of data (facts, forms, numbers, algebraic expressions, graphics, etc.) and the formulation of generalizations on the basis of what has been observed, of experience or intuition, will be aimed at the formation of inductive reasoning. It is not meant "mathematical reasoning", which contributes a method of demonstration intrinsically included in the concept of natural number. Mathematics uses induction as the starting point, but the truth of its propositions is proven through deduction.

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Deductive reasoning shows the formal truth of its conclusions as a "necessary" inference of its premises. The demonstration of generalization requires deduction, that it independent from experience and turns it universal. Deductive reasoning is not necessarily linked to a formal representation of it, and in this level such representation is not a necessary condition but it is interesting that students are able to use and establish differences among the various ways of verification. Negation, quantifiers, connectives, counterexamples, demonstrations by the absurd or by direct methods are logical reasoning tools which students should know. The capacity to detect inconsistencies in ones own and others' reasoning will provide students with an essential resource for the evolution of their knowledge and behaving autonomously in society. The capacity to logically reason increases with the growing up and with experiences from inside and outside school. In the different courses at school, the contexts for its the application should be gradually extended (numerical, space, geometrical, proportional, graphical, etc.) and also the strictness to use it. On communication Communication is essential as it allows: to give and receive information; to evolve from children informal expressions to the abstract and symbolic language of mathematics; to establish connections among the different forms of representation -concrete, graphic, symbolic, spoken and arithmetical representationsof mathematical concepts and relationships in mathematics; to see the need to use more accurate language and to share definitions to prevent ambiguities existing in ordinary language.

Although mathematics admits different frames of representation, its specific language is the result of the combination of signs, symbols and mathematical terms. It is worth mentioning that although the language of numerical sets is a good resource to explain mathematics in a simple way, it should be never used as the subject of study itself. The solution of problems in all cycles provides the appropriate space for the students to read, write and discuss ideas naturally and accurately using mathematical language. Progressively, students will be able to explain to their peers the procedures used and the results obtained in their work. Their language will become more formal in debates resulting from the use of ordinary language (common, everyday language) because of its ambiguity and lack of accuracy, this will make students "need" to express mathematical ideas in specific language. The Third Cycle will focus on communication (spoken, written or visual) of mathematical ideas using the vocabulary corresponding to arithmetic, geometry, proportions, functions, of measurements, statistics, etc., when appropriate.
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Expected achievements for Section 7 of Mathematics by the end of the BGE. Pupils shall: Perceive that mathematics is part of their everyday environment, understanding the nature of mathematical thinking, managing and being able to communicate ideas and the basic procedures of this science.

SECTION 8: GENERAL ATTITUDES RELATED TO MATHEMATICS Summary This section describes the attitude contents tending to the education of critical thinking, in the endless search for new answers with new questions. The behavioral contents of this section are not separated from those of contents and procedures already discussed in the previous sections. Just for the purposes of this presentation, they are explained in a separate section. The selected attitudes have been classified into four groups that refer to the shaping of skills in aspects related to personal, social and community development, and the development of scientific-technological knowledge, expression and communication. Personal development Confidence in his/her possibilities to pose and solve problems. Discipline, effort and perseverance in the search for results. Pleasure on the generation of personal strategies aiming at the solution of problems. Respect for sources and honesty in the presentation of results. Critical, responsible and constructive revision as regards the products of school projects in which he/she participates. Certainty in the defense of his/her arguments and flexibility to modify them. Respect for others' thinking. Appreciation of the interchange of ideas as a source of learning. Creative use of spare time. Disposition to agree, accept and respect rules in the resolution of problems. Tolerance and serenity as regards errors and achievements in the solution of problems. Social and community development Appreciation of the space of research in the country which contributes to the development of mathematical knowledge. Appreciation of cooperative work and assumption of responsibilities towards a common goal. Appreciation of logical reasoning in the search of solutions to the community problems. Overcome discriminatory stereotypes by reason of sex, race, social class, religion or others in the assignment of roles as regards the solution of significant problems. Development of scientific-technological knowledge

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Curiosity, lack of prejudices and doubt as the basis of scientific knowledge. Interest for the use of intuitive and logical reasoning, and imagination to pose and solve problems and calculations. Critical sense as regards the results obtained in the solution of problems. Pleasure for intellectual challenges. Appreciation of mathematics in its logical and instrumental aspect. Appreciation of mathematics as human construction. Appreciation and maintenance of the working material. Development of expression and communication Appreciation of clear and accurate language as expression and organization of thinking. Appreciation and respect for conventions that allow a universally accepted communication. Appreciation of multiple possibilities offered by mathematical language to model everyday situations. Correction, accuracy and care in the presentation of works.

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PROPOSED SCOPE FOR THE MATHEMATICS CBCs PER SECTION AND PER BGE CYCLE
SECTION 1: NUMBERS FIRST CYCLE CONCEPTUAL CONTENTS The natural number. Functions and uses in everyday life (counts, orders, cardinals, measurements, identifications, etc.). The natural succession (numerals of at least four figures). Relations of greater than, equal to, lesser than, one more, previous and next, among, etc. Equivalent writing of a number (examples: 17 = 8 + 9 = 10 + 7 = ...= 300 + 50 + 4 = 200 + 150 + 4 = etc.). System of decimal positional numerals, units of different order (units, tens, hundreds, thousand units, etc). Equivalencies. Vulgar fractions 1/2, 1/4, 3/4, 3/2, etc. Meaning using continuing quantities (length, time, etc.) and discrete quantities (number of people, quantity of tiles, etc.). Forms of representation. Equivalent writings (1/2 = 2/4 = 3/6 = ..., 5/2 = 2 + 1/2 = 10/4 = ...) Relations of greater than, lesser than and equal to. Commonly used writings of fractions. Uses. PROCEDURAL CONTENTS Comparison of collections and places in a succession from the numerical point of view (correspondences, counting, estimation, cardinalization). Use of different forms to obtain the cardinal number out of a set in an

24

accurate and approximate manner. Comparison of natural numbers from the cardinal and the ordinal points of view. Identification of regularities in numerical succession and their use to write numbers and to compare them. Use of the system of decimal positional numerals to read, write, compare, factorize and compose numbers of up to four figures. Reading, writing and comparison of vulgar fractions. Relationship among oral expression, concrete representation and symbolic writing of fractions. or graphical

Exploration of equivalencies among fractions through the concrete and graphic representation. Framing and approximation of natural numbers and fractions. Interpretations of numbers "with decimal point" present in everyday situations. Use of calculator to research the regularities and properties of numbers.

SECTION 2: OPERATIONS CONCEPTUAL CONTENTS Transformations that affect - cardinal nature of a collection (add, collect, distribute, subtract, separate, ...). - the place of a number in a succession (displacements or changes in position). Symbolic expressions of the actions made (signs of operations). Addition and subtraction of natural numbers - tables (regularities) - inverse operations - upward and downward scales - algorithms - simple equations ( ... + 8 = 19, ...) Multiplication and division of natural numbers by a figure - tables (regularities)

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inverse operations upward and downward scales algorithms simple equations (5 x ? = 15, ...) odd and even numbers

Fractions, operations with vulgar fractions (addition, subtraction, multiplication of a fraction by a natural number: 2* 1/2, 3* 3/4, 4*1/4, ...) Exact and approximate calculation. Strategies for rounding and framing of results. Mental calculation, written calculation and with calculator. Convenience of the use of the different forms of calculation. Rules of operation of the calculator Notions of half and double, third part and triple, quarter and quadruple. PROCEDURAL CONTENTS

Reading and interpretation of statements (spoken, written and graphical). Elaboration of statements corresponding to operations given. Selection and symbolization of arithmetical operation corresponding to the problematic situation presented. Elaboration of problems from a set of data. Research on the properties of every operation through the analysis of its tables. Identification of inverse operations and use of them to solve problems. Recognizing of numbers divisible by 2, 5, 10 and 100. Elaboration and use of different strategies of exact and approximate calculation. Management of algorithms of the addition and the subtraction with multidigit numbers . Management of algorithms of multiplication and division by a digit. Solution of simple problems with vulgar fractions.

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Estimation of the result of a calculation through different strategies. Assessment of the reasonability of the results of the calculations.

SECTION 3: GRAPHIC AND ALGEBRAIC LANGUAGES CONCEPTUAL CONTENTS Numerical patterns (regularities) Tables and diagrams expressing numerical relations. PROCEDURAL CONTENTS Interpretation and filling in of numerical patterns. Preparation of diagrams and tables to illustrate numerical relationships. Use of functional relations to solve problematic situations using tables, diagrams, etc. (for example, "double of", "1 less than", "2 less than", etc.).

SECTION 4: NOTIONS OF GEOMETRY CONCEPTUAL CONTENTS Notions of space, relations of direction, orientation and location of objects in plane and space. Spoken and graphical representations of routes. Points of reference. Codification of movements. Changes in direction (turns). Lines, classification in straight lines and curves. The ruler. Figures, classification according to their form (square, rectangular, circular, etc.), sides and vertices. Bodies (cube, cone, cylinder, sphere, prism and pyramid). Classification according to form, face, edge and vertices. Movements, symmetrical figures.

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PROCEDURAL CONTENTS Interpretation, use and elaboration of codes to describe the location of an object on a line, in plane and in space. Identification, denomination, classification and description of bodies, figures, lines and angles based on their properties. Reproduction of bodies and figures. Construction of simple figures, square, triangle, rectangle. Recognition of symmetrical figures. Use of the ruler to draw lines. Discrimination of position and form.

SECTION 5: MEASUREMENTS CONCEPTUAL CONTENTS Magnitudes. Measurement of quantities. Arbitrary and conventional units. Length. Distance. Non conventional units. Conventional units (meter, 1/2 m, 1/4 m, cm, mm, km). The graded ruler. Capacity. Non conventional units. Conventional units (liter, 1/2 l, 1/4l). The graded vase. Weight. Non conventional units. Conventional units (kg, 1/2kg, 1/4 kg, g, mg). The scale. Time. Reading of the calendar and of different kinds of clocks. Money. Current monetary units. Angles, complete circumference, 1/2 circumference, 1/4 circumference. PROCEDURAL CONTENTS Distinction of magnitudes comparing, classifying, ordering objects in relation to properties such as length, capacity and weight.

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Selection of units corresponding to the attribute to be measured. Elaboration and implementation of personal strategies to carry out measurements. Estimation of measures and verification thereof. Comparison and ordering of quantities. Measurement with different grade of precision. Establishment of relations of comparison, equivalence and order among different units of measurement. Operations with whole quantities and simple fractions. Use of measurement tools.

SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY CONCEPTUAL CONTENTS Ways of collecting data from simple experiences and surveys Tables, graphics and diagrams to organize information. Elementary notions of probability, notion of event. Certain events and impossible events. Consistent and inconsistent events. PROCEDURAL CONTENTS Collection of data in different ways. Organization and analysis of simple information. Description and interpretation of information provided by tables, diagrams and simple graphics. Exploration of random situations through games. Search of regularities in the results. Making of systematic counts.

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Discrimination of types of events.

SECTION 7: PROCEDURES RELATED TO MATHEMATICS Procedures related to the solution of problems Identification of data and unknown quantity in spoken, graphical and written statements of problems. Interpretation of the relationship among data and unknown quantities through concrete, graphical or symbolic representations. Elaboration of personal strategies to solve problems. Establishment of relationship between procedure and reasonability of the result in the context of the situation posed. Determination of the more economic procedures to arrive at a concrete result. Making of questions from data. Work in groups to solve problems.

- discussing strategies; - expressing suppositions; - examining consequences and alternatives; - thinking on procedures and results. Procedures related to reasoning. Comparison of concepts. Comparison of relationships. Search of regularities in a given set. Statement of simple generalizations and hypothesis based on observation, experience and intuition. Estimation of the result of a problem or calculation, appreciating the degree of admissible mistake. Identification of examples of concepts and relationships. Exploration, testing of the validity of solutions, assertions or definitions through examples.

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Use of connectors in the solution of problems.

Procedures related to communication Listening and interpretation of instructions, statements of problems and simple mathematics information. Location, reading and interpretation of simple mathematical information in the immediate environment (calendars, tickets, packaging, posters, vouchers, etc.). In common and clear language, explanation of procedures used and results obtained in the completion of a work or the solution of a problem. Denomination of simple concepts and relations, using the appropriate arithmetical and geometrical vocabulary.

SECTION 1: NUMBERS SECOND CYCLE CONCEPTUAL CONTENTS Natural numbers. Uses. Comparison. Order. The line and the natural numbers. Systems of numerals, positional and non positional. Examples. Rules of writing and reading. Fractions, concept. Uses. Forms of representation. Comparison. Equivalence (simplification). Order. Decimal fractions. Decimals, uses and meaning of decimal expressions. Comparison. Order. Equivalencies among decimal and fractional forms of writing. PROCEDURAL CONTENTS Construction of a succession of numbers according to a given rule.

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Use of the system of decimal positional numerals to read, write, compare, compose and factorize numerals. Comparison of properties of different systems of numerals. Comparison and ordering of natural numbers and of decimals using the rules of the system of numerals. Representation of simple fractions and decimals on the line. Comparison of fractions and decimals, ordering them, representing them graphically and transforming one into others. Use of fractions, decimals or percentages to describe real situations. Framing and approximation of natural numbers, simple fractions and decimals.

SECTION 2: OPERATIONS CONCEPTUAL CONTENTS Natural numbers, addition and subtraction. Multiplication and division. Simple powers and roots. Algorithms of every operation. Use of properties. Simple equations and inequalities (inequations). Divisibility. Digits. Factorization in digit factors. Lowest common multiple. Greatest common divisor. Fractions, addition and subtraction. Multiplication and division. Algorithms. Properties. Simple equations and inequalities. Decimals, addition and subtraction. Multiplication and division. Properties of every operation. Simple equations and inequalities in the set of rational numbers. Exact and approximate calculation with different kinds of numbers, arithmetically, written and with calculator. Strategies of approximation, rounding, truncation ... Proportionality, relations of direct and indirect proportionality (meaning). Properties. Usual expressions of proportionality (percentage, scale, simple interest, etc.) PROCEDURAL CONTENTS

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Interpretation of the sense of the operations in the different numerical sets. Translation of real life situations into arithmetical language. Application of notions of digit in the solution of problems, lowest common multiple and greatest common divisor. Expression of natural numbers as the product of digits. Use and reasons for the strategies of arithmetical calculation (exact and approximate). Operations with natural numbers, fractions and decimals. Solution of first grade equations and inequalities through intuitive or numerical methods. Use of calculator for numerical calculations deciding on the convenience of its use, because of the complexity of the calculation or because of the requirement of accuracy of the result. Interpretation and solution of situations of proportionality using different procedures (reduction to the unit, constant of proportionality, use of tables and graphics). Application of the concept of ratio to problems of scale, interest, etc.

SECTION 3: GRAPHICAL AND ALGEBRAIC LANGUAGES CONCEPTUAL CONTENTS Functions. Concept. Forms of expression through tables, diagrams and Cartesian graphics. Examples of functions of numerical, geometrical and experimental contexts. Graphics of direct functions and those indirectly proportional. General characteristics of graphics of these functions. PROCEDURAL CONTENTS Use of different forms of expression of the dependence among variables (spoken, tables, graphs, formulas, etc.).

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Interpretation and explanation of the graphics of the functions. Exploration of functional relations discriminating whether they are related to percentage. Use of graphics in Cartesian coordinates to represent functions.

SECTION 4: NOTIONS OF GEOMETRY CONCEPTUAL CONTENTS Systems of reference to locate points on - a line (origin, distance); - a plane (Cartesian and polar coordinates). For example, naval battle; location of aircraft, etc. Parallelism. Perpendicularity. Angles, concept. Classification (right, acute, obtuse). Relations among angles. The angles of a triangle. Constructions with ruler and compass. Bodies, elements and properties of prism, pyramid, cube, cylinder, cone and sphere. Movements, regularities in pattern, friezes and tilings. Symmetries in figures and bodies. Enlarging and reduction of figures. Notion of congruence and similarity. PROCEDURAL CONTENTS Reading and representation of points based on coordinates in the plane. Classification, reproduction, description and construction of plane and space (common) forms. Reading, interpretation and construction of planes respecting a complete scale factor. Use of instruments of geometry (ruler, compass, square).

SECTION 5: MEASUREMENTS

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CONCEPTUAL CONTENTS Systems of units, length, capacity, weight, mass, time. Currency. Perimeter. Concept. Length of the circumference. Width of angle. Protractor. Area, concept. Units. Equivalencies. Area of more common polygons. Equivalence of figures. Area of the circle. Formulas. Volume, concept. Comparison. Equivalence of bodies. Calculation of measures, estimation. Approximation and accuracy. Error in measurements. Accuracy of measurements instruments. PROCEDURAL CONTENTS Estimation of length, quantity, weight, area, etc. of familiar objects. Measurement selecting the appropriate unit according to quantity. Operations with quantities of different magnitudes, using conventional units. Use of equivalence among more commonly used units of a same magnitude. Measurements of surfaces using different techniques such as factorization in simpler figures, the application of formulas, etc. Construction of formulas and the use of such to calculate perimeters and areas of triangles, quadrangles (rectangle, square, parallelogram), circumference and circle. Use of the measurement instruments corresponding to the magnitude to be measured.

SECTION 6: NOTIONS OF STATISTICS AND PROBABILITY CONCEPTUAL CONTENTS

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Elementary notions of statistics, collection, tabulation, grouping and representation of data. Pictograms. Diagrams of bars and circulars. Elementary notions of probability, random experiments. Regularities in the results obtained. Prediction as regards the probability of an event. Combinatorial. Problems of count. Tree diagram. PROCEDURAL CONTENTS

Interpretation of information included in illustrations, tables, invoices, tickets, graphics, etc. present in communication media and in everyday life. Elaboration of simple surveys and experiences. Collection, record and classification of information. Interpretation and elaboration of simple statistical graphics. Formulation and testing of suppositions on the behavior of simple random phenomena.

SECTION 7: PROCEDURES RELATED TO MATHEMATICS Procedures related to the solution of problems In problematic situations, distinction of - known data from the unknown quantity; - relevant data from irrelevant elements; - necessary data from unnecessary elements; - sufficient data from insufficient elements; - contradictory data, etc. Modeling of problematic situations through materials, tables, drawing, diagrams, graphics, formulas, equations, etc. Creation of problems from real world activities, from organized information or from simple equations. Procedures related to reasoning Research of the validity of generalizations through examples and counterexamples.

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Use and interpretation of quantifiers , negation and connectives "o" and "and".

Procedures related to communication Interpretation and representation of concepts and relations in different backgrounds (physical, graphical, geometrical, algebraic, etc.) Location, reading and interpretation of mathematical information presented orally, visually or in writing. Spoken or written explanation of the procedures followed by oneself or by others to solve situations and calculations. Denomination, explanation and definition of concepts and relations, using the appropriate arithmetical (numerals, proportions, etc.) and geometrical (location and forms) vocabulary.

THIRD CYCLE SECTION 1: NUMBERS CONCEPTUAL CONTENTS System of decimal positional numerals. Properties of positional systems. Rules of writing and reading. Notion of base. Relative value. Zero. Whole numbers: negative numbers, uses. The line and whole numbers. Comparison. Absolute value. Order Discretitude. Rational numbers: concept. Forms of writing (fractionary, decimal). Equivalencies. Finite and periodic decimal expressions. The line and rational numbers. Order Density. Scientific notation. Uses. Irrational number: certain special numbers: , 2. Real numbers: notion of real number. The line and real numbers. Order. Completeness.

PROCEDURAL CONTENTS

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Reading and writing of whole numbers. Comparison and ordering of whole numbers. Location of real numbers on the line. Identification of forms of writing equivalent to a number. Comparison and ordering of numbers under different representations. Use of scientific notation to express and compare very large or very small numbers. Framing and approximation of real numbers. Distinction in classes of numbers by their properties.

SECTION 2: OPERATIONS CONCEPTUAL CONTENTS Whole numbers: addition and subtraction. Multiplication and division. Powers with natural exponential number. Square root. Properties. Equations and inequalities. Divisibility of whole numbers. Euclidean algorithm. Multiple and divisor of a whole number. Digits. Screen of Erasthostenes. Lowest common multiple. Greater common divisor. Digits. Fundamental theorem in Arithmetic. Notions of congruence (clock, angles, etc.). Application: criteria of divisibility. Rational numbers: the four basic operations with rational numbers under different representations (fractionary and decimal). Properties. Powers with whole number exponential. Properties. Product and quotient of powers of same base. Exact and approximate calculation. Absolute and relative error. Margin of error. Order of magnitudes of results. Direct and indirect proportionality. Properties. Proportional numerical successions. Direct and indirect numerical ratio and proportion. Usual expressions of proportionality (percentage, proportional sharing ...). Analysis of formulas. Trigonometric ratios.
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scale,

rate,

PROCEDURAL CONTENTS Use of powers and roots to solve problems about areas and volumes. Use of the hierarchy and properties of operations and the rules of use of parenthesis in simple calculations. Operations with different sets of numbers. Calculation of square roots by successive approximations. Solution of systems of first degree equations and inequalities. Mental estimation of the order of magnitude of the result of calculations before using the calculator or paper and pen. Annotation of results of a calculation with the desired accuracy. Application of trigonometric ratios to the solution of problems with rectangular triangles.

SECTION 3: GRAPHIC AND ALGEBRAIC LANGUAGES CONCEPTUAL CONTENTS Colloquial, graphical and symbolic language. Passage from one to the other. Uses. Algebraic expressions. Meaning. Simple operations with algebraic expressions. Properties of operations. Square and cube of a binomial expression. Difference of squares. Formulas, equalities and equations. First grade equations with only one unknown quantity. Equivalent equations. Algebraic expressions associated to a graphic one. Notion of dependence among variables. Functional dependence.

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Numerical functions: linear (particular case: directly proportional function), quadratic, hyperbolic, exponential, geometrical and trigonometric, applied to different areas of knowledge: demography, biology, physics, chemistry, etc. Behavior of simple functions (increment, limiting values, zeros, continuity, periodicity) from its graphic representation. Systems of first grade equations with two unknown quantities: meaning. Graphical and analytical solution. System of first grade equations and inequalities. Graphical and analytical solution. PROCEDURAL CONTENTS

Use of symbolic notation to express the general term of a succession (for example: 1, 1/2, 1/3, 1/4: 1/n). Use of the hierarchy and properties of operations and the rules of use of parenthesis in the simplification of simple algebraic expressions. Translation of the conditions of a phenomena or problem in terms of equality, equations or inequalities. Discrimination of functional relations appearing in newspapers and other sources of information. Use of graphical language to express functional relations. Discrimination on which relations are not functions through its graphics or tables. Use of algebraic language to describe simple graphics. Description of the most important characteristics of a function through its graphic. Description of a phenomenon using functions. Solution of first grade equations, inequalities and systems through graphical and algebraic methods. Advancement of the solution of linear equations, inequalities and systems from the analysis of tables and graphics.

SECTION 4: NOTIONS OF GEOMETRY

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CONCEPTUAL CONTENTS Systems of reference to locate points in space and in the terrestrial sphere. Positions relative to lines and planes in the space. The circumference. Median line and bisectrix. Circumferences inscribed and circumscribed in a triangle. Figures: polygons and circles, elements, properties. Relationships among forms. Properties of the angles of a convex polygon. Construction of figures with ruler and compass. Bodies: polyhedrons and rounds. Elements, properties, relations among them. Theorem of Euler. Movements: symmetries, translations and rotations on the plane. Properties thereof (global, from the analysis of constructions). Congruence, congruence of triangles. Similarity. Theorem of Tales, similar figures, applications of similarity. Notions of projection and perspective. Vectors: elements. Operations (addition of vectors, multiplication of a vector by a real number). PROCEDURAL CONTENTS Reading and representation of points using coordinates in space and in the terrestrial sphere. Establishment of relationships among the properties of a same figure or body, or figures or bodies among themselves. Classification, reproduction, decryption, representation of simple plane and space forms. Construction of figures with ruler and compass. Extension and reduction of forms with any scale factor. Use of properties of movements to classify, generate and analyze figures. Identification and construction of similar figures.
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construction

and

Composition and factorization of vectors. Operations with vectors. Recognizing and use of two-dimensional representations of threedimensional objects.

SECTION 5: MEASUREMENTS CONCEPTUAL CONTENTS Area: equivalence of figures. Theorem of Pythagorean. Units. Formulas applied to different polygons. Areas of bodies (the more common ones.) Volume: units. Equivalencies. Calculation of the volume of polyhedron and round bodies (the more common ones). Formulas. Relationships among perimeters, area and volume. Trigonometric ratios and the theorem of Pythagorean applied to the resolution of triangles. PROCEDURAL CONTENTS Estimation, measurement and operations with quantities of different magnitudes, using conventional units in problems of different fields. Measurement of the volume of complex bodies with different techniques, as the breaking down in simpler bodies, the comparison by weight and the application of formulas. Discrimination of perimeter, area and volume considering dimensions. Reasons for the change in the area or volume when the dimensions of the object are altered. Use of measurements verification of results. and geometry instruments. Systematic

Annotation of error in the estimation, measurement o approximation of a quantity. Construction of similar figures based on their properties. Application of trigonometric ratios and the theorem of Pythagorean to the resolution of triangles and indirect measurements of lengths and angles.

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CONCEPTUAL CONTENTS Elementary notions of statistics: population. Samples, representation. Scales of measurements. Tables of frequencies. Histograms. Statistical standards, arithmetical mean, trend, standard deviation (meaning and uses in simple examples). Abuse in the use of statistics. Random phenomena. Assignment of probability to an event. Classical definition of probability. Random variables. Frequency and probability of an event. Combination. Strategies to count cases. Permutations, variations and combinations. PROCEDURAL CONTENTS Interpretation of rates, ratios and proportions as summary of a set of data. Selection of the scale of measurement corresponding to the phenomenon under consideration. Calculation and interpretation in graphics of representative statistical values (average, mean, trend, dispersion). Questioning and discrimination of statistical information from different sources. Elaboration of strategies that guarantee the exhaustiveness in the treatment of the problems of enumeration. Description of relations among sets of data. Research on which curve fits best to the data obtained (correlation). Decision-making according to the results obtained.

SECTION 7: PROCEDURES RELATED TO MATHEMATICS Procedures related to the solution of problems

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Verification whether the tools available are enough to solve the problem. Search of reliable sources of information in case there in not enough information available. Generalization of solutions and results. Procedures related to reasoning Use and explanation of the value of the counterexample to refute generalizations and hypothesis. Correct use and interpretation of terms of relations such as : - _ if .... so_ - _ and _ - _ or _ - _ enough _ - _ necessary _ - _ some _ - _ all _ - _ not correlated with _ - _ cause of _ - _ if and only if ... _ Elaboration of conditional propositions such as _ if so _ distinguishing hypothesis form conclusions. Discrimination between inductive and deductive reasoning. Making simple mathematical demonstrations. Detection of inconsistencies in own and others' reasoning. Formulation of logical mathematical arguments approving or disapproving reasoning or decision-making.

Procedures related to communication Location, reading, interpretation and communication of simple mathematical information, spoken, written or visual from texts, newspapers, invoices, data-bases, etc. Written and oral exposition of the procedures to solve problems using the appropriate mathematical language.

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Denomination, explanation and definition of concepts, relations and properties, using the appropriate arithmetical, geometrical, algebraic and statistical vocabulary.

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