Mathematics teacher preparation in Central America and the Caribbean : the cases of Colombia, Costa Rica, the Dominican Republic and Venezuela /
Mathematics teacher preparation in Central America and the Caribbean : the cases of Colombia, Costa Rica, the Dominican Republic and Venezuela / [electronic resource] Edited by Angel Ruiz. - Cham, Switzerland : Springer, 2017. - 1 online resource.
Foreword; Acknowledgments; Contents; Walter O. Beyer Kessler; Edgar Alberto Guacaneme-Suárez; Jhony Alexander Villa-Ochoa; Patrick (Rick) Scott; 1 Mathematics Teacher Preparation in Central America and the Caribbean. An Introduction; Abstract; Central America and the Caribbean; The Structure of the Educational Systems; The School Mathematics Curriculum; Initial Teacher Preparation; Professional Development Programs for In-Service Teachers; Graduate Programs; Research in Mathematics Education; Challenges; References. 2 Colombia: Mathematics Education and the Preparation of Teachers. Consolidating a Professional and Scientific FieldAbstract; General Facts About Colombia; The Education System in Colombia and School Mathematics; Features of the Education System in Colombia; Mathematics in the School Curriculum; The Preparation of Mathematics Teachers in Colombia's Historical Context; The Initial Preparation of Mathematics Teachers; Teacher Preparation for Lower and Upper Secondary Education; An Intention to Move from an Emphasis on Mathematics Towards Mathematics Education. The Education of the Mathematics Teachers Depending upon the School Level in Which They Would TeachA Place for Research in Teacher Education; The Need to Educate in and for the Use of Information and Communication Technologies (ICT); The Quality Control Processes in Teacher Preparation Programs; Teacher Preparation for Elementary Education; Additional Considerations; The Structure of Mathematics Teacher Preparation in Colombia; Recruiting Students for Initial Teacher Preparation Programs; Face-to-Face Instruction as the Main Mode of Delivery; The Continuing Development of Mathematics Teachers. Specialization ProgramsMaster's Degree Programs in Education; Doctoral Programs; The Diversity of Approaches; Some Mathematics Education Achievements and Challenges in Colombia; Final Considerations; Appendix: Meanings of Acronyms; References; 3 Costa Rica: The Preparation of Mathematics Teachers; Abstract; General Facts About Costa Rica; General Description of the Education System; Main Stages of the History of Education in Costa Rica; The Teaching House and the University of Santo Tomás; The Reform of Mauro Fernández; The Normal School of Costa Rica. The Creation of the University of Costa Rica"Modern Mathematics" in Costa Rica; New Universities; Initial Preparation of Teachers; Elementary and Secondary Preparation; The Case of Elementary Education; The Case of Secondary Education; A Brief Description of the Contents of Preparation Programs; Preparation Programs for Elementary Teachers; Programs for the Preparation of Secondary Mathematics; Master's and Doctoral Programs; Continuing Preparation; Teacher Professional Development for Grades 1 to 6; Public Universities; Teacher Professional Development for Secondary Education.
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.
978-3-319-44176-4
2211-1921
2016956454
Central government policies.
Education.
Mathematics teachers--Training of--Latin America.
Teaching of a specific subject.
Foreword; Acknowledgments; Contents; Walter O. Beyer Kessler; Edgar Alberto Guacaneme-Suárez; Jhony Alexander Villa-Ochoa; Patrick (Rick) Scott; 1 Mathematics Teacher Preparation in Central America and the Caribbean. An Introduction; Abstract; Central America and the Caribbean; The Structure of the Educational Systems; The School Mathematics Curriculum; Initial Teacher Preparation; Professional Development Programs for In-Service Teachers; Graduate Programs; Research in Mathematics Education; Challenges; References. 2 Colombia: Mathematics Education and the Preparation of Teachers. Consolidating a Professional and Scientific FieldAbstract; General Facts About Colombia; The Education System in Colombia and School Mathematics; Features of the Education System in Colombia; Mathematics in the School Curriculum; The Preparation of Mathematics Teachers in Colombia's Historical Context; The Initial Preparation of Mathematics Teachers; Teacher Preparation for Lower and Upper Secondary Education; An Intention to Move from an Emphasis on Mathematics Towards Mathematics Education. The Education of the Mathematics Teachers Depending upon the School Level in Which They Would TeachA Place for Research in Teacher Education; The Need to Educate in and for the Use of Information and Communication Technologies (ICT); The Quality Control Processes in Teacher Preparation Programs; Teacher Preparation for Elementary Education; Additional Considerations; The Structure of Mathematics Teacher Preparation in Colombia; Recruiting Students for Initial Teacher Preparation Programs; Face-to-Face Instruction as the Main Mode of Delivery; The Continuing Development of Mathematics Teachers. Specialization ProgramsMaster's Degree Programs in Education; Doctoral Programs; The Diversity of Approaches; Some Mathematics Education Achievements and Challenges in Colombia; Final Considerations; Appendix: Meanings of Acronyms; References; 3 Costa Rica: The Preparation of Mathematics Teachers; Abstract; General Facts About Costa Rica; General Description of the Education System; Main Stages of the History of Education in Costa Rica; The Teaching House and the University of Santo Tomás; The Reform of Mauro Fernández; The Normal School of Costa Rica. The Creation of the University of Costa Rica"Modern Mathematics" in Costa Rica; New Universities; Initial Preparation of Teachers; Elementary and Secondary Preparation; The Case of Elementary Education; The Case of Secondary Education; A Brief Description of the Contents of Preparation Programs; Preparation Programs for Elementary Teachers; Programs for the Preparation of Secondary Mathematics; Master's and Doctoral Programs; Continuing Preparation; Teacher Professional Development for Grades 1 to 6; Public Universities; Teacher Professional Development for Secondary Education.
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.
978-3-319-44176-4
2211-1921
2016956454
Central government policies.
Education.
Mathematics teachers--Training of--Latin America.
Teaching of a specific subject.