Comparative analysis of the curriculum for the bachelor's degree in mathematics education (2004 to 2023)

Abstract

This documentary and comparative study analyzes the 2004, 2014, and 2023 curriculum designs for the bachelor's degree in mathematics education offered at a Mexican public university, considering as additional inputs the reports derived from the accreditation processes carried out in 2011, 2016, and 2022. The analysis was structured around categorizing the characteristics of the study plan, curricular relevance, diversity, and flexibility, as well as the evolution of the discipline and the profession. The results point to a progressive definition of the entry profile and an expansion of the exit profile, along with an increase in compulsory subjects linked not only to the field of mathematics, but also to educational mathematics and specific teaching methods. However, the accreditation reports point to the need to strengthen links with graduates, employers, and the labor market, as well as the systematic implementation of employability studies.