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I.

INTRODUCTION

The Essential General Education (EGE) of Mathematics provides basic notions for all the areas. As stated by the Federal Law of Education !"#$%& its aim is that youn' people ac(uire the s)ills to live as citi*ens& to enter to labor world& and to continue studyin' in hi'her levels or participatin' in wor)in' processes. The recovered +GE contents should be enlar'ed and dealt with in 'reater depth& either to improve their or'ani*ation& the way of conveyin' them& or their application to new sub,ects or problems- so that the student should be able to reach a hi'her level of systemati*ation& inte'ration and abstraction in the conceptual and methodolo'ical areas. .n order to do so& special stress should be placed on the internal cohesion of this discipline / throu'h multiple approaches& althou'h not contradictory as re'ards uni(ue concepts / as its meaningfulness and functionality 0 'iven by its connection with the real world& with other disciplines and amon' its various branches. They should also be considered in the discussion startin' from problems closely related to the methodolo'y at use& in those issues in which it may seem useful and even necessary. Thus& the study of real numbers& already seen in the +GE& is dealt with in 'reater depth& and the numerical field is e1tended to comple1 numbers- the study of functions and their behavior related to their 'raphs as well as to their analytical e1pression is also enlar'ed& ma)in' brief incursions in notions of infinitesimal calculus. The study of e(uations as al'ebraic lan'ua'e is dealt with in 'reater depth& relatin' it closely to polynomial functions& plane& strai'ht and conic curves& and as useful tools in the modelin' of problematic situations emer'in' from various fields. The contents also su''est a systemati*ation of the issues of probabilities and statistics for discrete variables& tendin' to the use of said elements in decision0ma)in' processes. 2tartin' from the 'eneral procedures& the access& related to each student3s possibilities and interests& to the inherent way of wor)in' of this science is set& emphasi*in' the conceptual comprehension 0showin' the wide variety of uses and the presentation in various de'rees of abstraction of the contents to be studied0 and the taste for wor)in' with mathematics& hi'hli'htin' the playful aspect of this discipline. The development of these issues& the access to the historical construction of some of them& how they are dealt with and used in different areas and in different ways& should be carried out in relation to problem solving with a variety of strate'ies& payin' special attention to the modeling processes, which include 'eneratin' a mathematical model& its solution& and validatin' the result in the ori'inal situation& analy*in' its limitations and allowin' for predictions- and usin' new technologies as a means to e1plore contents in the classroom& and to ma)e pro'ress in independent studies (carryin' out investi'ations belon'in' to the students4 interest& demonstratin' additional e1amples& and compilin' data for pro,ects). This way of wor)in' should not only provide the students with the necessary mathematical tools to move forward in the study of other sciences& but it should brin' them closer to the different ways of wor)in' of the discipline as well& enablin' them to appreciate and use them both to build their own personality and to improve society.

II.

STRUCTURE OF THE MATHEMATICS CBCs FOR MULTIMODAL EDUCATION

This structure aims to present the 5+5s and emphatically does not prescribe a curriculum for their teachin'. 5+5s of Mathematics for Multimodal Education include the followin' sections6 2E5T.78 #6 8umbers and functions. 2E5T.78 !6 Al'ebra and 'eometry. 2E5T.78 96 2tatistics and probabilities. 2E5T.78 "6 :rocedural contents of the mathematical wor). 2E5T.78 %6 +ehavioral contents. As re'ards the or'ani*ation of the sections& it should be noted that6 #) The sections may be inte'rated and interlin)ed throu'h a selection of issues that include various points of view. !) 2ections " (of procedural contents) and % (of behavioral contents) should always be lin)ed to the contents of the other sections. The description of each section includes6 a summary of the contents to be developed the e1pected achievements upon completin' the Multimodal Education (this issue is not included in the behavioral content section) the scope of the contents.

III. DEFINITION OF THE MATHEMATICS SECTIONS FOR MULTIMODAL EDUCATION SECTION 1: Numbers and Funct !ns Summary This section is lin)ed to the sections on ;8umbers<& ;7perations<& ;Measurements< and ;Graphic and Al'ebraic Lan'ua'e< of the Mathematics 5+5s for the +GE. The students are e1pected to6 systemati*e their )nowled'e of rational and real numbers& support the relation between them and learn how to form the comple1 numbers continue with the study of functions& correspondin' to this level a more systematic and a deeper approach of the notions of parameter& variable and dependence- discrete and continuous variables- the different ways of representin' functions (collo(uial& 'raphic& analytic& throu'h charts& etc.)- description of domains or definin' sets of the studied functions- the behavior of elementary functions throu'h their 'raph and their analytical e1pression- and the use of this concept and its limitations in the modelin' of situations arisin' from mathematics and other areas of )nowled'e ac(uire an analytical approach that should complement the study of 'raphs. The various numerical sets should be clearly defined by both their uses and their properties. A 'ood wor) about the strai'ht line should confirm the intuition indicatin' that for every point in it there is a real number and vice versa& stressin' the properties of completeness and order of the said numerical set. =hen dealin' with real numbers& special attention should be paid to appro1imate calculus. The measure problems should be relevant to understand the concepts of absolute and relative error and its delimitation. Finite arithmetic& applied throu'h timetables& calendars and cloc)s& throu'h the con'ruence of remainders between inte'ers and the isometrics of fi'ures& is a very 'ood option to enlar'e the concepts of operation and its properties& and to observe re'ularities from another point of view. The comparative analysis of the properties of operations in different sets& particularly the numerical sets (8&>&?&@)& may lead to introduce the student into the concept of structure. 8evertheless& at this level it should not be compulsory to deal with al'ebraic structures. .n all the cases& it is necessary to wor) on problems within and out of mathematics& which provide a meanin' to the different numerical sets and the ways they are written. The set of comple1 numbers should be dealt with in Multimodal Education at an introductory level6 the historical need of them within the discipline& their representation on the plane& the impossibility to define a relationship of a compatible order with the addition and product operations& and the fact that every polynomial has all its roots in this set. Aowever& operations in this numerical set are not considered a 5+5& they should be dealt with when necessary for the study of contents in other disciplines. The concept of function is unifyin' in mathematics& since it appears in all its branches relatin' variables6 amon' sets of points& amon' numerical sets (for e1ample& in operations& where a couple of numbers are matched with another which is the result)& between events and their probability. The functions are also used as models of real life situations& includin' those
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comin' from technolo'ical improvement& and they can be widely applied in the description of physical phenomena. 5alculators& 'raphic calculators and computers ma)e easier the study of functions and their applications& they solve calculations& ma)e possible the observation of 'raphs of many types of real variable functions allowin' the analysis of their behavior when parameters vary& enable to distin'uish their essential properties from those that are not& to relate them with specific phenomena& etc. 7n the other hand& curves may be drawn based on the )nowled'e of the properties of the 'raphs of particularly typical functions and on the analytic determination of local properties. At this level& it is also important that students learn to operate with functions& to analy*e the properties of said operations and to represent the results 'raphically. The concept of inverse function may be reintroduced from the 'raphic study carried out in the +GE& relatin' it here with the composition and two0way relationship. Tri'onometric functions are once a'ain dealt with& reintroduced this time from the tri'onometric reasons already defined re'ardin' the similarities in the +GE& in more comple1 application problems (distance and an'le calculation)& that involve the need of formulas& some of which should be ri'orously proved (stressin' the validity of 'eometric proofs& when appropriate). The main applications and needs to study this issue emer'e from other areas& mainly from physics& en'ineerin' and astronomy. 2ome tri'onometric identities that illustrate important relationships amon' functions should be dealt with here. A study of the properties of se(uences and their use in different areas (for e1ample in financial mathematics)& to introduce later the concept of limit of se(uences& and a paper with non trivial e1amples may ma)e the learnin' process of the limit of functions easier. Also& the notions of e1istence and uni(ueness of the limit can be dealt with on the basis of calculation of limits in illustrative e1amples and in problem solvin'. The correct conceptuali*ation of the notion of limit is essential for the understandin' of the subse(uent issues. This does not imply introducin' formally the limit of functions (from the point of view of its definition)& but wor)in' towards understandin' the mathematical meanin' of ;tendin' to a value<& without necessarily ;ta)in'< it. The concepts of limit& continuity and derivative& dealt with on the basis of e1amples of elementary functions should provide an analytical approach that should complement the study of 'raphs. .t is important that students understand the concept of derivative in different areas& such as 'eometry and physics& and that they use the information it provides about the function to solve problems that involve& for e1ample& calculation of slope& tan'ent and normal of a curve at a particular point& the speed of a movin' ob,ect& instant and relative e1chan'e rates. 2tudents should be able to see that infinitesimal calculus is a powerful tool for analy*in' the behavior of the variables involved& and therefore& it has a 'reat descriptive power of concrete problems& some of which should be dealt with at this point. The formative aspect of the analysis methods is added to the instrumental aspect of these concepts& the historical development of which may provide a suitable frame in the pro'ress towards understandin' the concepts involved. Expected achievements Bpon completin' the Multimodal Education& the students should be able to6

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@eco'ni*e and use real numbers understandin' the properties that define them and the different ways to represent them& choosin' them accordin' to the problematic situation to be solved. .dentify& define& plot& describe and interpret various types of functions relatin' them to numerical& e1perimental or 'eometric situations& bein' aware that a same function may wor) as a model for different problems. se the concepts of limit and derivative of functions in the analysis and solution of problems. Scope of the contents 5785E:TBAL Real Numbers. :roperties& 7perations. Cecimal appro1imation& appro1imate calculus& roundin' up and reduction techni(ues& absolute and relative error. Arithmetic and 'eometric se(uences& addition of the n first terms. Limit of a se(uence. The number e. Existence of complex numbers. +inomial and tri'onometric form& 'eometric representation. Functions6 5alculation with elementary functions. :olynomial functions& absolute value& power& e1ponential and lo'arithmic functions. Tri'onometric functions (relations& sine and cosine theorem). Limit of functions (at a particular point& in the infinity). Limit and continuity. Derivative. Cerivative of a function at a point. The derivative function. Cerivative of elementary functions. .ncrease and decrease of a function. Ma1imums and minimums. :@75ECB@AL @epresentation of real numbers in the strai'ht line and of comple1 numbers on the plane and settin' and ,ustification of inclusion relationships between the different numerical sets. Analysis of operations in the real numbers set& their relationship with operations within other sets from the point of view of their properties and of their uses for problem solvin'. Estimate and appro1imation to predict results& to limit the error and to control reasonability. 5alculation of addition and of the 'eneral term in some se(uences& its use in problem solvin' in financial calculus in daily life situations (purchases and cash and term payments& financial cost for credit card purchases& interest rates to various terms and in different forms& advanced or due interest rate application& etc.). 7perations with functions6 addition& multiplication& composition. @epresentation of the inverse function (when possible). @eco'ni*in' throu'h the 'raph of the domain and the ima'e of the functions and analysis of the 'raphs of functions based on the properties of increase& decrease& ma1imums and minimums& periodicity& continuity& discontinuity& parity. Analysis of the *eroes& ma1imums and minimums of elementary functions considerin' their analytical e1pression and the variations in the 'raphs when parameters vary. 2ettin' out and solvin' problems that involve trian'le solvin'& addition formulas of sine and cosine& tri'onometric identities. 5alculatin' limits of se(uences and functions of real numbers (illustrative e1amples) in

problem solvin'. Ceterminin' the properties of a curve usin' derivatives (ma1imums and minimums& increase and decrease& asymptotes) and drawin' the appro1imate 'raph based on them. Modelin' of the real world phenomena by means of functions.

SECTION ": AL#EBRA AND #EOMETR$ Summary 5ontrary to the way it is dealt with in the +GE as a lan'ua'e& at the Multimodal Level& al'ebra should be dealt with within its specific lo'ical frame and in its consistence& that is to say& not only as a lan'ua'e& but also as a problem solvin' method. The student should widen hisEher point of view as re'ards mathematical ob,ects (points& vectors& polynomials& etc.) as well as the operations (includin' the composition of functions& the lo'ical dis,unction o con,unction& etc.) that may be represented by formal systems. This comprehension of al'ebraic representation is what enables a formal tas) applicable to all branches of mathematics and to situations comin' from other sciences. The contents in this section should be wor)ed on usin' both 'eometry intuition and other approaches (al'ebraic and analytical& etc.)& without rulin' out the use of physics models and computin' pro'rams suitable for a numerical wor). Al'ebra as a means of representation is immediately useful for translatin' (uantitative relations to the e(uations and to the 'raphs of the functions involved. The use of e(uations in mathematical models ma)es 'enerali*ations possible (to interpolate and e1trapolate values& to analy*e and predict behaviors& etc.). .t is within this frame that polynomial functions become relevant as tools to represent functional situations in a (real) variable that describe real life situations from the polynomial e(uations. 5alculators& 'raphic calculators and computers are a useful tool to understand and value the procedures for calculatin' the roots of polynomials throu'h 'raphic and iterative methods (li)e successive appro1imation)& determinin' the domain and ima'e of the functions related to the possible values of the variables bein' considered& etc. The vectors in the plane and the space& dealt with from both the point of view of their applications (representin' forces& translations& speed& etc.) and of 'eometry (as strai'ht line 'enerators)& allow to relate once a'ain different e1pressions of a same 'eometric ob,ect. .t is important that the students recover the notions of distance and an'le (alon' with the notions of parallel and perpendicular) that have already been used in the +GE& and that they wor) indistinctly with different representations of a same ob,ect accordin' to their needs. The notions of scalar and vectorial products are introduced in this conte1t. The conic sections dealt with accordin' to different approaches (li)e plane intersections of a conic surface& li)e 'eometric places and throu'h their e(uations)& besides the inherent value as representatives of real problematic situations (planetary orbits& bullet tra,ectory& mirror curvature& etc.) contribute to build in the students the ability to choose the most suitable mathematical field& that is to say& to choose a mathematical conte1t in which they observe the ob,ect dependin' on what they find most interestin' in it. A proper use of audiovisual and computin' resources to study the 'eometry issues& should reinforce the spatial perception of the students& bein' this also a way of access to )nowled'e. Expected achievements Bpon completin' the Multimodal Education& the students should be able to6

Bse functions& e(uations& ine(uations and simple systems to solve problematic situations& and to select the models and strate'ies of solution accordin' to the proposed situations. =or) with vectors on the plane and in the space and with plane curves& bein' able to choose the representation ade(uate to the problematic situation to be solved. Scope of the contents 5785E:TBAL Equations and inequations. =ays to solve e(uations& ine(uations and systems (analytical& 'raphical& etc.) olynomial functions of a single variable. 7perations. @oots of a polynomial function. !ectors on the plane and in the space" 7perations6 addition and product by a scalar& internal (scalar) product on the plane& scalar and vectorial product in the space. #urves. E(uations of the line and the plane. 5onic as 'eometrical sites and as the section of a revolution cone. E(uations of the circumference& the ellipse& the parabola and the hyperbola. :@75ECB@AL Modelin' of problematic situations e1pressin' the conditions as e(uations of systems of e(uations andEor ine(uations (for e1ample& problems of linear pro'rammin'). Analytical and 'raphical solvin'& throu'h various methods& of first0de'ree e(uations with two un)nowns- systems of two and three first0de'ree e(uations andEor ine(uations- second de'ree e(uations and ine(uations (and of hi'her de'ree reduced to these)- lo'arithmic& e1ponential and tri'onometric e(uations (simple cases)- two0e(uation systems (one of which is not linear). 5omparison of methods and discussion on the number of solutions in solvin' various types of e(uations& ine(uations and systems. E(uation solvin' usin' the properties of functions (for e1ample& lo'arithmic and e1ponential). 7perations with vectors of the plane and the space& composin' and decomposin' vectors& determinin' of their ma'nitude and direction& their use for solvin' problems. @elations between the 'eneral e(uation of the line and its 'raph (variations of the 'raph as the parameters of the e(uations chan'e& slope& number of facts needed to determine a strai'ht line and obtainin' its e(uations& 'enerators of lines on the plane)& different ways of representin' a strai'ht line ('eneral o vectorial e(uation on the 'eneratin' plane& or e(uations in the space). Establishin' the relationships between the vectorial product and the normal to a plane and the internal o scalar product and the distance& solvin' problems that involve the calculation of distances (between two points& a point and a line& a point and a plane) and an'les (between vectors& formed by two lines). Ceterminin' the e(uations of a conic defined as 'eometrical site and of intersections between conchs and strai'ht lines.

SECTION %: STATISTICS AND &ROBABILITIES Summary The main ob,ective of this section is solvin' problems that show the need of a (uantitative theory which allows to ma)e decisions when facin' uncertainty (central problem of statistics). The 'eneral considerations of the +asic General Education (+GE) are re'arded once a'ain. The difference lies in the lar'er ran'e of possibilities offered by a mathematical education with more technical resources at this level& to which a hi'her de'ree of conceptual maturity and of 'eneral education in the students should be added. The contents of descriptive statistics should be consolidated and dealt in 'reater depth& usin' them to study contents of other disciplines and of a bi' portion of the information received daily& for e1ample& throu'h the media. The student should have to analy*e how the way of conveyin' information affects its interpretation (the same set of facts represented in a different way can convey different messa'es)- how the measurin' scales in 'raphs have been chosen- if certain measures are appropriate to interpret certain problems- if the representation capacity and biases are considered in the random samples (from an intuitive point of view and on concrete e1amples)how a set of facts is modified by addition or multiplication by a scalar of the avera'e& the median& the mode and the variance findin' out 'enerali*ations related to them. The use of computin' resources in order to do statistic calculations& should enable students to do this )ind of analysis without the need of dealin' with the comple1ity of calculations. As re'ards the study of correlation& at this level the record of data& their representation in coordinates and the visual analysis of the way in which those points are distributed 'ivin' an idea of the ;trend< (functional or not) with which those data are related. Cealin' with various cases should ma)e the students aware about yieldin' hasty hypotheses (it is important& for instance& that students learn to differentiate the relationship of correlation between variables from the cause0effect relationship) and about the care with which this issue should be approached. .n relation to probabilities& a more fluent an 'eneral handlin' of the combinatorial formulas should allow the students to 'o forward in probabilities calculations and in the concept of distribution (for e1ample& binomial)& tools with which students should be able to start wor)in' on problems about estimatin' parameters and statistics inference. Aowever& this issue which should be considered in more depth as re(uired& is not included as 5+5s of the Essential General Education (EGE). The formal definitions and properties of probabilities should always be preceded by a proper conceptual comprehension& achieved throu'h the e1perimentation and the simulation of situations where the students3 intuition is the startin' point. Also related to these issues& calculators and computers allow to broaden the field of e1perimentation. .t is convenient to wor) on the assi'nment of probabilities both in e(ually li)ely cases and in those that are not. 2ome notions can now be presented with the precision that scientific lan'ua'e demands& as in the case of the e1perimental practical meanin' of avera'es in relation with the Law of +i' 8umbers or the estimate of population parameters based on the statistics ta)en from samples.

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.t is interestin' to emphasi*e that the teachin' of probabilities finds in the elementary al'ebra of sets an e1ceptional resource for introducin' the concepts of conditional probability and independence. Expected achievements Bpon completin' the Multimodal Education& the students should be able to6 .nterpret and apply the concepts and basic procedures of statistics and probabilities& ac)nowled'in' the scope and limitations of their use in problem solvin' and in decision ma)in' processes. Scope of the contents 5785E:TBAL Statistic Data. =ays of collectin'& classifyin'& analysis and representation. Fre(uency. Measures of position and dispersion. 2tatistics :arameters and Estimators. 5orrelation between variables. robabilities in discrete spaces. @andom e1periments. 2amplin' spaces. Events. 5onditional probability and independence. @andom variables. Cistributions of probability. Mathematical e1pectation. Hariance. +i' 8umbers Law. :@75ECB@AL 5ollection of facts ta)in' into account the representation capacity of the sample and the appropriate measurin' scale& representation in tables& bar 'raphs& pie charts& tree 'raphs& bo1 'raphs- and interpretation of various 'raphs which involve measures of position and dispersion. Bse of computin' means for ma)in' tables and 'raphs. 5alculation of position measures (avera'e& median& mode& and which is the best measure of central tendency)- dispersion measures (variance& standard deviation)- fre(uencies (absolute& relative and cumulative)- correlation coefficient (usin' calculator) and the form of distribution (throu'h the 'raph) of a finite 'roup of data and description& based on it& of the 'eneral behavior of the set of data. Cecision ma)in' based on the statistic processin' of information. :rediction of the probability of a 'iven result and calculation of probability for dependent and independent events. .dentification of the samplin' space that describes properly an e1periment& and of the events and the relevant random variables. Analysis of criteria for assi'nin' probabilities in those cases in which it may be reasonable to have a hypotheses of e(ual li)elihood (classical scheme). @elationship with combinatorial. Applications to 'ames of chance. Analysis of the calculation of probability in repeated trials (+ernouilli scheme)& binomial distribution& e1pectation and variance& interpretation of their meanin' (for e1ample& bets in 'ames of chance).

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SECTION ': &ROCEDURAL CONTENTS OF THE MATHEMATICAL (OR) Summary These procedures& which have a correspondence with those in the section on 'eneral procedures for the +GE& aim to prepare the student to be able to systemati*e and formali*e )nowled'e& concepts& information& etc.& in an approach to wor) with mathematics in the same way as professional mathematicians do. 2ince these procedures are independent of the specific issue ta)en into consideration& they are 'eneral and are interlin)ed with all the previous sections. .n the scope of this section& a cate'ori*ed summary of those sections that have already been considered lar'ely in the document of the 5+5s for the +GE is presented& developin' those that are more closely related to the wor) methodolo'ies of the discipline. The more the student pro'resses in the various branches of mathematics and their connections& the more aware heEshe should be of the abstract and multiple nature of the ob,ects it handles. At the same time& the wor) methodolo'ies should be'in to ac(uire si'nificance and value& which should ma)e student 'o forward both in the abstract field and in the applications. The presentation of a1iomatic systems (of the 'eometry or al'ebra fields) with few a1ioms& their use as models of situations 0not only within mathematics& but in e1ternal environments as well0& deduction& demonstrations and interpretation of some simple theorems& should help students to understand the nature of the deductive trial and the richness of this science. The differentiate the methodolo'ies of trial& con,ecture& and ,ustification that are valid for mathematics from those that are in other sciences (for e1ample& factual sciences) in close relationship with the contents of lo'ic and epistemolo'y of the chapter of humanities& should brin' students closer to the proper use of the methods and the lan'ua'e that corresponds to the environment they wor) in. The history of mathematics constitutes a valuable ally to show it as a process of human construction& slow and laborious& with various contributions& that liberates itself little by little of the sensitive e1perience tendin' to a 'reater 'enerali*ation& unity and harmony. 2cope of this section should be strictly tied to the lin)s achieved by the students with the discipline& to their interests and possibilities& since& accordin' to them& it should be possible to choose on which branch of mathematics to wor)& the proper e1amples& and the levels of problems so that everyone can 'et some e1perience in the sub,ect. The cate'ories considered are those havin' to do with6 .nvesti'ation and resolution of problems. the mathematical reasonin'. communication. Expected achievements

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Bpon completin' the Multimodal Education& students should be able to6 2olve problems choosin' andEor 'eneratin' strate'ies- ,ud'in' the validity of reasonin' and the results& usin' the vocabulary and the proper notation to communicate them. Scope of the contents In*est +at !n and res!,ut !n !- .r!b,ems :resentation of problems and situations. 5reation and development of strate'ies for solvin' problems (description of a pattern& table construction& 'raph preparation& systematic analysis of possibilities& reduction to more simple problems& actin' or e1perimentin'). :rediction& estimation and verification of results and procedures. Mat/emat ca, reas!n n+ Cevelopment of notation and vocabulary& elaboration of definitions. 2imulation and development of al'orithms and models (concepts of interpretation and model& relationships between the model and the situation modeled& validation of the solution of the model in the ori'inal situation& limitations of the model& development of models to solve concrete problematic situations). @elations& 'enerali*ations& particulari*ation and application of results (e1emplification of parado1ical reasonin'). Cifferentiation of the methodolo'ies of trial& con,ecture and ,ustification in the factual and formal sciences. Cemonstrations (distinction between methods of direct and indirect demonstration& methods of absurd reasonin'& use of counter e1amples to deny assertions& interpretation of the assertion and the ne'ation of the lo'ical connectives and of the (uantifiers& simple demonstrations). A1iomati*ation (interpretation of a formal system determined by a reduced number of a1ioms and valid deduction of statements ). C!mmun cat !n Bse of proper vocabulary and notation accordin' to various conte1ts. @elationships between representations. Cescription of procedures and results& discussion and criticism.

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SECTION 0: BEHA1IORAL CONTENTS The behavioral contents presented in this section presuppose& focus and enlar'e the General +ehavioral 5ontents for Multimodal Education& and should be considered to'ether with them. These behavioral contents are not apart from the notional and procedural contents presented in the previous sections& but they are interlin)ed to all of them. The behaviors chosen have been classified in four 'roups which are relevant to the improvement of behavior related to the personal and socio0communal development of the scientific0technolo'ical )nowled'e and of the communication and e1pression of every Multimodal Education student. &ers!na, De*e,!.ment Appreciation of the mathematical )nowled'e as edifyin' element for personality in the co'nitive& emotional and social aspects. Tenacity& effort and discipline as necessary conditions of the productive mathematical wor) and as behavior that contributes to fulfillin' the selected life pro,ect. S!c !2c!mmuna, De*e,!.ment Appreciation of tolerance and pluralism of ideas as re(uisites both for mathematical discussion and participation in life within society. De*e,!.ment !- t/e sc ent - c2tec/n!,!+ ca, 3n!4,ed+e Appreciation of the analysis of situations based on lo'ic and the tools provided by Mathematics for understandin' them and to ma)e decisions. ?uestionin' of the validity and 'enerality of the student3s own and other3s assertions in relation to mathematical )nowled'e. De*e,!.ment !- e5.ress !n and c!mmun cat !n Appreciation of the accurate& clear and concise lan'ua'e of mathematics as or'ani*er of thou'ht.

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BIBLIO#RA&H$ !"#$%. !DE$!& 9IE$9&

Ar'entine @epublic& Federal Education Law

Federal 5ouncil of 5ulture and Education of the Ar'entine @epublic& @esolution 8ovember #$$!. Federal 5ouncil of 5ulture and Education of the Ar'entine @epublic& @esolution 2eptember #$$9.

Federal 5ouncil on 5ulture and Education of the Ar'entine @epublic& ;General Guidelines on settin' 5+5s< (Cocuments for Ciscussion& 2eries A& D)& Cecember #$$9. Federal 5ouncil on 5ulture and Education of the Ar'entine @epublic& ;:roposal for Methodolo'y and General Guidelines on settin' 5+5s< (Cocuments for Ciscussion& 2eries A& F)& Cecember #$$9. 5BE8JA& Au'o y others& KA viewpoint for the approach of the 5+5sK& from Sources for #urricular $ransformation" %athematics" Ministry of 5ulture and Education of the 8ation& #$$D. FAHA& 8orberto and GJ2.8& Liliana& K:roposal for 5+5s 0 MathematicsK& from Sources for #urricular $ransformation" %athematics" Ministry of 5ulture and Education of the 8ation& #$$D. 2A.>& .rma& K:roposal for 5+5s for the +GEK& from Sources for #urricular $ransformation" %athematics" Ministry of 5ulture and Education of the 8ation& #$$D.

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