Maria João Naia, Isabel Cabrita

Abstract

Educational and academic success of the various subjects is not yet a won battle. For that reason, organizations continue to (re)invent methods which may contribute to that success. More recently, it is strongly supported that the Curricula should be articulated: i) vertically, throughout all the school years, and ii) horizontally, among themselves in each different year. Research studies show, however, this measure is not being systematically implemented or even carried out in the best way.

Therefore, a research was developed to explore how the process of inter-year and inter-cycle Cross Curricular Mathematics is interpreted, planned and experienced, as set out at a ministerial level, within a vertical grouping of schools.

A qualitative and interpretative case study was chosen.  The participants were 11 teachers, some with management positions. For data collection, a document analysis, observation and inquiry were included.

The data show that teachers unanimously believed in the potentialities of collaborative work.  And that, despite all efforts and measures introduced, there continues to be a difference between the scholar cycles. In fact, there are horizontal articulations regarding the several years of the same cycle but, in what concerns vertical articulation, there is a gap between the 1st and the others cycles.

Keywords

Vertical grouping of schools, autonomy, cross-curricular mathematics, teacher’s work, collaborative culture and collegiality, teacher participation

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Categories: 2013, Articles - JETEN, Mathematics Education

Tags: autonomy, collaborative culture and collegiality, cross-curricular mathematics, teacher participation, Vertical grouping of schools