Emergent curriculum in basic education for the new normality in Peru: orientations proposed from mathematics education

The Peruvian basic education and its curriculum have been impacted by the COVID-19 pandemic. As a result, certain trends and phenomena have emerged, which shape the new normality in society and have generated many effects on the mathematics curriculum. For this reason, it is necessary to pose the problem of sketching the orientations of mathematics curriculum for the new situation. In this position paper, I developed an outline based on a description of the problem situation, the demands that the world of work had already been making on the curriculum at the international level, and the research carried out by mathematics education. From these factors, I assert the significant role of critical mathematics education, particularly the motto of reading and writing the world with mathematics. I propose that orientations for the mathematics curriculum in basic education in the new normality should include ethical and political issues, statistical and financial literacy, digital skills as a part of a STEM approach, ethnomathematics from native people, and, finally, a problem-posing and problem-solving approach. In this list, ethical and political issues have primacy. [ABSTRACT FROM AUTHOR] Copyright of Educational Studies in Mathematics is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)