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Mathematics Teacher Preparation in Central America and the Caribbean: The Cases of Colombia, Costa Rica, the Dominican Republic and Venezuela
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Mathematics Teacher Preparation in Central America and the Caribbean: The Cases of Colombia, Costa R
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
Colombia: Mathematics Education and the Preparation of Teachers. Consolidating a Professional and Scientific Field
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 Teach
A 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 Programs
Master’s Degree Programs in Education
Doctoral Programs
The Diversity of Approaches
Some Mathematics Education Achievements and Challenges in Colombia
Final Considerations
References
Costa Rica: The Preparation of Mathematics Teachers
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 Tomas
The Reform of Mauro Fernandez
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
Professional Development in Events Sponsored by Universities and Mathematics Education Associations
Research in Mathematics Education
Reform in Mathematics Education: A New Curriculum
Strengths, Weaknesses, Threats and Main Challenges
Strengths
Weaknesses
Threats
Challenges
Closing Statements
References
Dominican Republic: The Initial and Continuing Preparation of Teachers
General Facts About the Dominican Republic
Brief Description of the Education System in the Dominican Republic
Levels and Cycles in Education in the Dominican Republic
National Diagnostic and Obligatory Tests
Some Historical Facts Relevant to the History of Education the Dominican Republic
From the Rise of the Dominican State to the Rise of the Normal Schools (18441879)
From Normal Schools to Occupation by the United States of America (18791924)
From the End of the Occupation by the United States of America to the Dictatorship of Rafael Trujillo (1924-1961)
From the Birth of Democracy to Today
Initial Preparation of Teachers
The Structure of Initial Teacher Preparation
The Elementary Teacher Education Program
The Secondary Education Program with a Major in Mathematics and Physics
Continuing Preparation
Research in Mathematics Education
Relation Between Initial and Continuing Preparation and the School Mathematics Curriculum
Main Strengths, Weaknesses, Threats and Challenges Strengths
Weaknesses
Threats
Challenges
Conclusions
References
Venezuela: Initial and Continuing Preparation of the Mathematics Teacher
General Facts About Venezuela
The Venezuelan Education System
Teacher Preparation in Venezuela
Origins and Historical Evolution
The Initial Preparation of Mathematics Teachers
The Continuing and Graduate Education of the Mathematics Teacher
Entities in Charge of Graduate Education
Content, Methodologies and the Populations in Graduate Mathematics Education
Research in Mathematics Education and Academic Networks in Relation to Initial and Continuing Teacher Preparation
Programs and Lines of Research
The Relation Preparation-Research
Initial and Continuing Preparation, and the School Curriculum
Strengths, Weaknesses, Opportunities and Challenges
By Way of Closing
References
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