Curricular innovation and methodological innovation in Mathematics teaching

Abstract

The reality we are experiencing is constantly undergoing modifications and changes, some more substantial than others, which force us to be in an almost continuous process of adap-tation. University education is no exception. In recent years, most university courses have undergone modifications, generically known as curricular innovations, which aimed at ad-dressing issues such as updating university curricula content, shortening program durations, and adapting programs to the demands and needs of the context. These curricular innova-tion processes in the various courses must be accompanied by pedagogical innovations in each of the curricular areas that comprise them, which implies incorporating new strategies and methodologies, both for teaching the content selected for their approach and for their assessment. This paper aims to provide some theoretical conceptualizations related to these topics and, merely as an example, to summarize some general considerations specifically related to the teaching of Mathematics, resulting from research projects and pedagogical innovation developed over the last 10 years in university departments.