Analizando el impacto de un programa curricular basado en el desarrollo de la competencia matemática: El caso de Innovamat

• Autores: A. Torregrosa, Eudald Correig, Marc Colomer Canyelles, Albert Vilalta Riera, Marta Herranz
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, Vol. 44, Nº 1, 2026, 166 págs.
• Idioma: español
• DOI: 10.6018/rie.631081
• Títulos paralelos:
  • Analyzing the Impact of a Mathematical Competency-Based Curriculum: The Innovamat Case
• Enlaces
  • Texto completo
• Resumen
  • español

    En el presente estudio analizamos el impacto de Innovamat: un programa curricular de enseñanza y aprendizaje que pretende desarrollar la competencia matemática del alumnado. Para ello, tomamos como objetivo medir el grado de adquisición de la competencia matemática de dos muestras de estudiantes mexicanos de 4º grado de educación primaria. Ambas muestras pertenecen a colegios privados similares a nivel socioeconómico, con un índice IDH (Índice de Desarrollo Humano) entre 0.7 y 0.9. La primera muestra, llamada grupo intervención, está conformada por 28 colegios (912 estudiantes) que usan el programa de Innovamat desde hace un año y la segunda muestra, llamada grupo control está conformada por 27 colegios (1,111 estudiantes) que usan editoriales de libros de texto muy extendidas en el territorio mexicano. Los resultados apuntan a una asociación entre usar el programa de Innovamat y un mejor desempeño en una adaptación de la prueba TIMSS (Trends in International Mathematics and Science Study) tanto en contenidos, como en dominios cognitivos que caracterizan la competencia matemática. A pesar de ello, no es posible afirmar que la implementación de este programa mejore la competencia matemática del alumnado, dado que el presente estudio no permite establecer su efecto causal.

  • English

    This study examines the impact of Innovamat: a curricular teaching and learning program that aims to foster the students' mathematical competence. To do so, this research considers the acquisition of mathematical competence in two different samples of 4th grade Mexican primary school students. Both samples belong to private schools with similar socio-economic backgrounds, their HDI (Human Development Index) being between 0.7 and 0.9. The first sample, called intervention group, consists of 28 private schools (912 students) that have used Innovamat for a year. The second sample, called control group, consists of 27 schools (1.111 students) that use textbooks publishers from widely known in Mexico. Our results indicate a correlation between the use of this programme—Innovamat—and a better performance on an adapted version of the TIMSS test (Trends in International Mathematics and Science Study), both in terms of content and in cognitive domains that characterise mathematical competence. However, it is not possible to conclude that the implementation of this programme improves student mathematical competence, since this study does not allow us to establish its causal effect.

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