Spain Segundo de Primaria School Syllabus - Mathematics

This information is based on the Real Decreto 157/2022, which establishes the curriculum framework for primary education in Spain. The specific details for Segundo de Primaria (second grade) Mathematics are outlined below.

Specific Competencies

Students are expected to develop the following competencies in second grade:

1. Interpret everyday situations, providing a mathematical representation of them using concepts, tools, and strategies to analyze the most relevant information. 2. Solve problem situations by applying different techniques, strategies, and forms of reasoning to explore different ways of proceeding, obtaining solutions, and ensuring their validity from a formal point of view and in relation to the context. 3. Explore, formulate, and test simple conjectures or pose mathematical problems in situations based on daily life, in a guided way, recognizing the value of reasoning and argumentation to contrast their validity and acquire and integrate new knowledge. 4. Use computational thinking, organizing data, decomposing into parts, recognizing patterns, generalizing and interpreting, modifying and creating algorithms in a guided way, to model and automate everyday situations. 5. Recognize and use connections between different mathematical ideas, as well as identify the mathematics involved in other areas or in everyday life, interrelating concepts and procedures to interpret different situations and contexts. 6. Communicate and represent, individually and collectively, mathematical concepts, procedures, and results, using oral, written, graphic, multimodal language and appropriate terminology, to give meaning and permanence to mathematical ideas. 7. Develop personal skills that help identify and manage emotions when faced with mathematical challenges, fostering confidence in one's own abilities, accepting mistakes as part of the learning process, and adapting to situations of uncertainty, to improve perseverance and enjoy learning mathematics. 8. Develop social skills, recognizing and respecting the emotions and experiences of others and the value of diversity, and actively participating in heterogeneous work teams with assigned roles, to build a positive identity as a mathematics student, promote personal well-being, and create healthy relationships.

Evaluation Criteria

The following criteria will be used to assess the students' acquisition of the specific competencies:

1.1 Interpret, verbally or graphically, problems from everyday life, understanding the questions posed through different strategies or tools, including technological ones. 1.2 Produce mathematical representations through diagrams or schemes that help in the resolution of a problem situation. 2.1 Compare different strategies to solve a problem in a structured way. 2.2 Obtain possible solutions to a problem by following a known strategy. 2.3 Demonstrate the mathematical correctness of the solutions to a problem and their coherence in the context raised. 3.1 Analyze simple mathematical conjectures by investigating patterns, properties, and relationships in a structured way. 3.2 Give examples of problems about everyday situations that are solved mathematically. 4.1 Automate simple everyday situations that are carried out step by step or follow a routine, using basic principles of computational thinking in a structured way. 4.2 Use appropriate technological tools in the problem-solving process. 5.1 Make connections between different mathematical elements, applying one's own knowledge and experiences. 5.2 Interpret situations in different contexts, recognizing the connections between mathematics and everyday life. 6.1 Recognize simple mathematical language present in everyday life in different formats, acquiring basic specific vocabulary and showing understanding of the message. 6.2 Explain mathematical processes and ideas, the steps followed in solving a problem, or the results obtained, using simple mathematical language in different formats. 7.1 Identify one's own emotions when tackling mathematical challenges, asking for help only when necessary and developing self-confidence. 7.2 Show positive attitudes towards mathematical challenges, such as effort and flexibility, valuing mistakes as a learning opportunity. 8.1 Work actively and respectfully in a team, communicating appropriately, respecting the diversity of the group, and establishing healthy relationships based on equality and the peaceful resolution of conflicts. 8.2 Participate in the distribution of tasks, assuming and respecting the assigned individual responsibilities and using simple teamwork strategies aimed at achieving shared objectives.

Basic Knowledge (Saberes Básicos)

The saberes básicos are organized into the following areas, encompassing cognitive and affective dimensions:

• Number Sense: Counting, quantity, meaning of operations, relationships, and financial literacy.
• Measurement Sense: Magnitude, measuring, estimation, and relationships.
• Spatial Sense: 2D and 3D geometric figures, location and representation systems, movements and transformations, visualization, reasoning, and geometric modeling.
• Algebraic Sense: Patterns, mathematical models, relationships and functions, and computational thinking.
• Stochastic Sense: Data organization and analysis, uncertainty, and inference.
• Socio-affective Sense: Beliefs, attitudes, and emotions; teamwork, inclusion, respect, and diversity.

(Detailed descriptions of the saberes básicos for Segundo de Primaria are available in Annex II of the Real Decreto 157/2022.)