Programas de estudio de matemáticas en bachillerato bajo el modelo de competencias: una mirada desde lo teórico y la interpretación de los profesores

The objective of this article is to explore the impact of mathematics curricula within the competency-based educational model on actual teaching-learning practices, as perceived and interpreted by teachers in their pedagogical approaches. The methodology employed is qualitative, combining descriptive and comparative approaches, utilizing documentary research techniques alongside interviews conducted with high school teachers. The results reveal discrepancies between the competencies outlined in mathematics curricula and the realities of teaching practice as reported by teachers. One notable finding is the significant gap between the intended goals of mathematics study plans and the observed acquisition of mathematical competencies among students. This suggests that a majority of students struggle to attain mathematical proficiency, with mathematics consistently identified as the most challenging subject and exhibiting the highest failure rates at the high school level.