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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 0000-0001-9022-4849), Corália Maria Santos Pimenta (ORCID 0009-0002-2056-7445)
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
FullText Text:
  Availability: 0
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  Data: Mathematics in Vocational Education: A Comparative Study between Portugal and Spain
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  Data: <searchLink fieldCode="AR" term="%22Alexandra+Sofia+Rodrigues%22">Alexandra Sofia Rodrigues</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9022-4849">0000-0001-9022-4849</externalLink>)<br /><searchLink fieldCode="AR" term="%22Corália+Maria+Santos+Pimenta%22">Corália Maria Santos Pimenta</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0002-2056-7445">0009-0002-2056-7445</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Science+and+Mathematics+Education%22"><i>European Journal of Science and Mathematics Education</i></searchLink>. 2025 13(1):137-150.
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  Data: 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
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  Data: 14
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  Data: 2025
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  Data: <searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Career+and+Technical+Education%22">Career and Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Implementation%22">Curriculum Implementation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Skills%22">Mathematics Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Portugal%22">Portugal</searchLink><br /><searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 2301-251X
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  Data: 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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  Data: 2025
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  Data: EJ1471264
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
        StartPage: 137
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Career and Technical Education
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      – SubjectFull: Mathematics Instruction
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      – SubjectFull: Comparative Analysis
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      – SubjectFull: Curriculum Implementation
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      – SubjectFull: Educational Resources
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      – SubjectFull: Secondary Education
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      – SubjectFull: Mathematics Skills
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      – SubjectFull: Mathematics Education
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      – SubjectFull: Skill Development
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Portugal
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      – SubjectFull: Spain
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