The objective of this article is to describe the level of correspondence and articulation between the teaching and learning processes of Mathematics by Secondary Level teachers based on the curricular guidelines on an approach oriented to the development of competences. The applied methodology is qualitative in nature with a descriptive scope, in the 2021-2022 school period, it is an ongoing investigation with partial results based on a case study in which a bibliographical study was conducted that supports the research assumptions. The analysis of the state-of-the-art shows as a result the importance of considering the curricular alignment as a process that allows coherence of the declared and implemented curriculum to generate stronger educational processes that respond to social demands based on a certain context. The study demonstrates the need to rethink in a holistic and comprehensive way the curricular components from a metacognitive perspective towards the teaching-learning process of mathematics.
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