Mathematics Teacher Preparation in Central America and the Caribbean : The Cases of Colombia, Costa Rica, the Dominican Republic and Venezuela

Front Matter....Pages i-xvi Mathematics Teacher Preparation in Central America and the Caribbean. An Introduction....Pages 1-17 Colombia: Mathematics Education and the Preparation of Teachers. Consolidating a Professional and Scientific Field....Pages 19-37 Costa Rica: The Preparation of Mathematics Teachers....Pages 39-56 Dominican Republic: The Initial and Continuing Preparation of Teachers....Pages 57-70 Venezuela: Initial and Continuing Preparation of the Mathematics Teacher....Pages 71-86 Foreword 6 Acknowledgments 9 Contents 11 Walter O. Beyer Kessler 12 Edgar Alberto Guacaneme-Suárez 12 Jhony Alexander Villa-Ochoa 12 Patrick (Rick) Scott 12 1 Mathematics Teacher Preparation in Central America and the Caribbean. An Introduction 16 Abstract 16 Central America and the Caribbean 17 The Structure of the Educational Systems 21 The School Mathematics Curriculum 22 Initial Teacher Preparation 23 Professional Development Programs for In-Service Teachers 26 Graduate Programs 27 Research in Mathematics Education 28 Challenges 29 References 31 2 Colombia: Mathematics Education and the Preparation of Teachers. Consolidating a Professional and Scientific Field 33 Abstract 33 General Facts About Colombia 34 The Education System in Colombia and School Mathematics 34 Features of the Education System in Colombia 35 Mathematics in the School Curriculum 36 The Preparation of Mathematics Teachers in Colombia’s Historical Context 38 The Initial Preparation of Mathematics Teachers 38 Teacher Preparation for Lower and Upper Secondary Education 39 An Intention to Move from an Emphasis on Mathematics Towards Mathematics Education 39 The Education of the Mathematics Teachers Depending upon the School Level in Which They Would Teach 40 A Place for Research in Teacher Education 40 The Need to Educate in and for the Use of Information and Communication Technologies (ICT) 41 The Quality Control Processes in Teacher Preparation Programs 41 Teacher Preparation for Elementary Education 42 Additional Considerations 43 The Structure of Mathematics Teacher Preparation in Colombia 43 Recruiting Students for Initial Teacher Preparation Programs 43 Face-to-Face Instruction as the Main Mode of Delivery 44 The Continuing Development of Mathematics Teachers 44 Specialization Programs 44 Master’s Degree Programs in Education 45 Doctoral Programs 46 The Diversity of Approaches 47 Some Mathematics Education Achievements and Challenges in Colombia 47 Final Considerations 49 Appendix: Meanings of Acronyms 50 References 50 3 Costa Rica: The Preparation of Mathematics Teachers 52 Abstract 52 General Facts About Costa Rica 53 General Description of the Education System 53 Main Stages of the History of Education in Costa Rica 55 The Teaching House and the University of Santo Tomás 55 The Reform of Mauro Fernández 55 The Normal School of Costa Rica 55 The Creation of the University of Costa Rica 56 “Modern Mathematics” in Costa Rica 56 New Universities 56 Initial Preparation of Teachers 57 Elementary and Secondary Preparation 57 The Case of Elementary Education 57 The Case of Secondary Education 57 A Brief Description of the Contents of Preparation Programs 58 Preparation Programs for Elementary Teachers 58 Programs for the Preparation of Secondary Mathematics 58 Master’s and Doctoral Programs 59 Continuing Preparation 59 Teacher Professional Development for Grades 1 to 6 59 Public Universities 60 Teacher Professional Development for Secondary Education 60 Professional Development in Events Sponsored by Universities and Mathematics Education Associations 61 Research in Mathematics Education 61 Reform in Mathematics Education: A New Curriculum 63 Strengths, Weaknesses, Threats and Main Challenges 65 Strengths 65 Weaknesses 66 Threats 66 Challenges 67 Closing Statements 67 Appendix: Meanings of Acronyms 68 References 68 4 Dominican Republic: The Initial and Continuing Preparation of Teachers 70 Abstract 70 General Facts About the Dominican Republic 71 Brief Description of the Education System in the Dominican Republic 72 Levels and Cycles in Education in the Dominican Republic 72 National Diagnostic and Obligatory Tests 72 Some Historical Facts Relevant to the History of Education the Dominican Republic 73 From the Birth of Democracy to Today 73 Initial Preparation of Teachers 74 The Structure of Initial Teacher Preparation 74 The Elementary Teacher Education Program 75 The Secondary Education Program with a Major in Mathematics and Physics 76 Continuing Preparation 77 Research in Mathematics Education 79 Relation Between Initial and Continuing Preparation and the School Mathematics Curriculum 80 Main Strengths, Weaknesses, Threats and Challenges 80 Strengths 80 Weaknesses 80 Threats 81 Challenges 81 Conclusions 82 Appendix: Meanings of Acronyms 82 References 83 5 Venezuela: Initial and Continuing Preparation of the Mathematics Teacher 84 Abstract 84 General Facts About Venezuela 85 The Venezuelan Education System 85 Teacher Preparation in Venezuela 87 Origins and Historical Evolution 87 The Initial Preparation of Mathematics Teachers 88 The Continuing and Graduate Education of the Mathematics Teacher 92 Entities in Charge of Graduate Education 93 Content, Methodologies and the Populations in Graduate Mathematics Education 93 Research in Mathematics Education and Academic Networks in Relation to Initial and Continuing Teacher Preparation 94 Programs and Lines of Research 94 The Relation Preparation-Research 94 Initial and Continuing Preparation, and the School Curriculum 95 Strengths, Weaknesses, Opportunities and Challenges 96 By Way of Closing 97 Appendix: Meanings of Acronyms 98 References 99 *THIS BOOK WILL SOON BECOME AVAILABLE AS OPEN ACCESS BOOK* This book is an excellent synthesis of the initial and continuing preparation for Mathematics Teaching in Colombia, Costa Rica, Dominican Republic and Venezuela, from which comparative analyses can be made that show similarities and differences, and highlight various perspectives. In August 2012, a workshop of the Capacity and Networking Project (CANP) of the International Commission on Mathematical Instruction (ICMI) was held in Costa Rica. This CANP brought together for two weeks a group of 66 Mathematics educators, mathematicians, university administrators, and elementary and secondary teachers from Colombia, Venezuela, the Dominican Republic, Panamá and Costa Rica. The goal was to promote progress in Mathematics Education in the region; as such it was a unique experience in the region. One of the most important results of this event was the creation of the Mathematics Education Network of Central America and the Caribbean (REDUMATE). It was organized by persons associated with the Mathematics Education Reform Project in Costa Rica (responsible for the most outstanding and innovative curriculum reform in Latin America) and the Inter-American Committee on Mathematics Education (IACME), which is an official regional multinational organization affiliate of ICMI. This book brings to the international Educational Community an important collection of experiences and ideas in the Mathematics Education of four countries of a region within the heart of the American continent, a region that has been many times forgotten. The dissemination of these results can promote the search for international collaborative actions in a wider scale.