Monitoring the curriculum in mathematics in primary education: reflections, findings and perspectives

This paper presents the outcomes of a curricular monitoring process conducted in the field of Mathematics, primary education, during the 2024-2025 school year. The objective was to assess the functionality and coherence of the taught curriculum in relation to the written one, based on a national methodological framework. The research involved experienced teachers from all four primary grades, who completed structured monitoring grids and provided qualitative feedback. The methodology combined content analysis of curriculum documents with systematic classroom observations and feedback collection. The findings reveal both strengths - such as alignment with learning objectives and the use of interactive methods - and limitations, including an imbalance between procedural tasks and applied reasoning. Recommendations were formulated for clarifying competencies, adjusting the content structure, and enriching auxiliary resources. The study highlights the potential of curricular monitoring as a reflective and participatory tool for continuous improvement in education.