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In Chile, and particularly the Araucania Region, mathematics learning has not reached the levels of development expected in the initial stages of formal education, as compared to other areas such as language. This study proposes to prioritize territories for educational management of mathematics through spatial and temporal assessment of results in the Sistema Nacional de Calidad de la Educacion (simce) test applied to children in 4th grade primary education during the period 1999-2011. This research suggests that there are more groups of territories than can be associated with the three levels of achievement traditionally used in Chile and that educational management should be applied at census district scale, considering differentiated policies for the different groups prioritized

Priorización de territorios para la gestión educativa en la Araucanía (Chile)