Mathematics in Vocational Education: A Comparative Study between Portugal and Spain
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| Title: | Mathematics in Vocational Education: A Comparative Study between Portugal and Spain |
|---|---|
| Language: | English |
| Authors: | Alexandra Sofia Rodrigues (ORCID |
| Source: | European Journal of Science and Mathematics Education. 2025 13(1):137-150. |
| Availability: | European Journal of Science and Mathematics Education. Eastern Mediterranean University, Farnagusta, TRNC, Mersin 10, Turkey. e-mail: editor@scimath.net; Web site: http://www.scimath.net |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Foreign Countries, Career and Technical Education, Mathematics Instruction, Comparative Analysis, Curriculum Implementation, Educational Resources, Secondary Education, Mathematics Skills, Mathematics Education, Skill Development, Interpersonal Competence |
| Geographic Terms: | Portugal, Spain |
| ISSN: | 2301-251X |
| Abstract: | Vocational education is an international priority, as it contributes to countries' economic growth, quality education, and social development. This article aims to compare vocational education's 'prescribed' and 'enacted' curricula (curriculum implementation guidance documents, textbooks, classroom resources, materials, and research articles) in Portugal and Spain. Adopting a qualitative and interpretative methodology, the study focuses on the mathematics discipline of vocational courses at the secondary level organization within compulsory education. The comparison of curricula in Portugal and Spain was sought, using the conceptual framework developed in 1971 by Heinrich Roth, which was applied in 2014 by Pilz et al. (2014) and later in 2022 by Rodrigues and Pimenta (2022). The conclusions emphasize the diversification of mathematical themes in both curricula and the focus on developing transversal skills to prepare active and engaged citizens, particularly by analyzing the role of mathematics in vocational education. Based on the findings, the curriculum should prioritize the diversification of mathematical topics, provide clear guidelines for mathematics teaching and learning, promote the development of transversal skills to support lifelong learning, and create resources and training to enable teachers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1471264 |
| Database: | ERIC |
| Abstract: | Vocational education is an international priority, as it contributes to countries' economic growth, quality education, and social development. This article aims to compare vocational education's 'prescribed' and 'enacted' curricula (curriculum implementation guidance documents, textbooks, classroom resources, materials, and research articles) in Portugal and Spain. Adopting a qualitative and interpretative methodology, the study focuses on the mathematics discipline of vocational courses at the secondary level organization within compulsory education. The comparison of curricula in Portugal and Spain was sought, using the conceptual framework developed in 1971 by Heinrich Roth, which was applied in 2014 by Pilz et al. (2014) and later in 2022 by Rodrigues and Pimenta (2022). The conclusions emphasize the diversification of mathematical themes in both curricula and the focus on developing transversal skills to prepare active and engaged citizens, particularly by analyzing the role of mathematics in vocational education. Based on the findings, the curriculum should prioritize the diversification of mathematical topics, provide clear guidelines for mathematics teaching and learning, promote the development of transversal skills to support lifelong learning, and create resources and training to enable teachers. |
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| ISSN: | 2301-251X |
