DOCSLIB.ORG

Initial and Continuous Mathematics Teacher Preparation in Colombia, Costa Rica, the Dominican Republic and Venezuela

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Initial and Continuous Mathematics Teacher Preparation in Colombia, Costa Rica, the Dominican Republic and Venezuela CANP National Report Series #2 Initial and Continuous Mathematics Teacher Preparation in Colombia, Costa Rica, the Dominican Republic and Venezuela Report on the Initial and Continuing Preparation in Central America and the Caribbean. CANP Project, Costa Rica. Table of Contents Forward .................................................................................................................................. 5 Colombia: Mathematics Education and Teacher Preparation. Consolidating a Professional and Scientific Field .................................................................................................................. 6 1 The Education System in Colombia and School Mathematics .................................................................. 7 1.1 Features of the Education System in Colombia ......................................................................................... 7 1.2 Mathematics in the School Curriculum ........................................................................................................ 8 2 The Preparation of Mathematics Teachers in Colombia´s Historical Context ..................................... 9 2.1 The Initial Preparation of Mathematics Teachers .................................................................................... 9 2.1.1 Teacher Preparation for Lower and Upper Secondary Education ............................................................. 9 2.1.2 Teacher Preparation for Elementary Education ............................................................................................. 11 2.2 Additional Considerations ......................................................................................................................................... 12 2.2.1 The Structure of Mathematics Teacher Preparation in Colombia ............................................................ 12 2.2.2 Recruiting Students for Initial Teacher Preparation Programs ................................................................ 12 2.2.3 Face-to-Face Instruction as the Main Mode of Delivery .............................................................................. 12 2.3 The Continuing Development of Mathematics Teachers .............................................................................. 13 2.3.1 Programs for Specialization in Mathematics Education, or Mathematics and Physics ................. 13 2.3.2 Master’s Degree Programs in Education ............................................................................................................ 13 2.3.3 Doctoral Programs ....................................................................................................................................................... 14 2.3.4 The Diversity of Approaches ................................................................................................................................... 14 3 Some Mathematics Education Achievements and Challenges in Colombia .......................................... 14 4 Final Considerations ....................................................................................................................................................... 15 5 References and Bibliography .................................................................................................................................... 16 6 Appendix: Meanings of Acronyms ........................................................................................................................... 17 Costa Rica: The Initial and Continuing Preparation of Mathematics Teachers ........................ 18 1 General Description of the Education System ..................................................................................................... 19 2 Main Stages of the History of Education in Costa Rica ................................................................................... 19 3 Initial Preparation of Teachers ...................................................................................................................... 21 4 Continuing Preparation ................................................................................................................................................ 22 4.1 Preparation and Professional Development Grades 1 to 8 ................................................................ 22 4.1.1 Public Universities ........................................................................................................................................................ 22 4.2 Preparation and Professional Development for Secondary Education ............................................. 23 4.2.1 Professional Development in Events Sponsored by Universities and Mathematics Education Associations ........................................................................................................................................................................................... 23 5 Research in Mathematics Education ....................................................................................................................... 23 6 New Programs and Reform in Mathematics Education .................................................................................. 24 7 Strengths, Weaknesses, Threats and Main Challenges .................................................................................... 26 8 Closing Statements .......................................................................................................................................................... 27 9 References and Bibliography ...................................................................................................................................... 27 10 Appendix: Meanings of Acronyms ............................................................................................................................ 28 Dominican Republic: The Initial and Continuing Preparation of Teachers .............................. 29 1 Brief Description of the Education System in the Dominican Republic ................................................... 30 2 Some Historical Facts Relevant to the History of Education in the Dominican Republic ................ 30 3 The Initial Preparation of Teachers ......................................................................................................................... 31 3.1 The Structure of the Initial Preparation of Teachers ................................................................................... 31 3.1.1 The Elementary Education Program .................................................................................................................... 32 3.1.2 The Secondary Education Program with a Major in Mathematics and Physics ................................. 32 4 Continuing Professional Development ................................................................................................................... 33 5 Research in Mathematics Education ....................................................................................................................... 34 6 Relation between Initial and Continuing Preparation, and the School Mathematics Curriculum 35 7 Main Strengths, Weaknesses, Threats and Challenges .................................................................................... 35 8 Conclusions ........................................................................................................................................................................ 36 9 References and Bibliography ...................................................................................................................................... 37 10 Appendix: Meanings of Acronyms ............................................................................................................................ 37 Venezuela: Initial and Continuing Preparation of the Mathematics Teacher ......................... 38 1 The Venezuelan Education System .......................................................................................................................... 39 2 Teacher Preparation in Venezuela ........................................................................................................................... 39 2.1 Origins and Historical Evolution .................................................................................................................. 39 2.2 The Initial Preparation of the Mathematics Teacher ............................................................................ 40 3 The Continuing and Graduate Preparation of the Mathematics Teacher ........................................... 42 3.1 Entities in Charge of Graduate Preparation ........................................................................................... 43 3.2 Content, Methodologies and the Populations in Graduate Preparation in Math Education ....... 43 4 Research in Mathematics Education and Academic Networks in Relation to Initial and Continuing Teacher Preparation .......................................................................................................................... 43 4.1 Programs and Lines of Research .................................................................................................................. 43 4.2 The Relation Preparation-Research ............................................................................................................ 44 5 Initial and Continuing Preparation, and the School Curriculum
Load more

Recommended publications
  • Cultural Practices of Literacy: a Case of Costa Rica Final Report for the Spencer Foundation1
    Cultural Practices of Literacy: A Case of Costa Rica Final Report for the Spencer Foundation1 Victoria Purcell-Gates, Ph.D. Canada Research Chair – Early Childhood Literacy University of British Columbia Focus of Study In cooperation with officials from the Costa Rican Ministry of Public Education, I conducted a six-month ethnography in Costa Rica, from January 1, 2006 – June 30, 2006. One focus of the research was to explore factors that may account for many of the difficulties that are experienced by poor and marginalized children in the Costa Rican Schools, particularly those of Nicaraguan immigrants. This focus reflects the primary interest of education officials in Costa Rica. The second focus of the study was to come to deeper understandings of the relationships of young children’s community-based literacy practices and their ways of learning from early literacy instruction in school, one of the central goals of my larger project, Cultural Practices of Literacy Study (CPLS) (Purcell-Gates, in press). This latter I view as key to much –needed theorizing of social and cultural marginality as it relates to academic achievement. I focused exclusively on the early literacy learning of the children primarily because high rates of first-grade retention is considered to be a problem in the Costa Rican schools and because the success in first stages of learning to read and write determines the level of success at learning in other subjects and in the later grades. Theoretical Frame & Related Research This study of literacy in community reflects a theoretical frame of literacy as social and cultural practice (Street, 1984) that is patterned by social institutions, historical settings, values, beliefs, and power relationships (Au, 2002; Barton & Hamilton, 1998; Brandt, 2001; Fishman, 1988; Moje, 2000; Purcell-Gates, 1995, 1996; Scribner & Cole, 1981; Street 1995).
    [Show full text]
  • Education in Costa Rica
    Education in Costa Rica HIGHLIGHTS 2017 Costa Rica WHAT ARE REVIEWS OF NATIONAL POLICIES FOR a strong focus on improving learning outcomes; equity in EDUCATION? educational opportunity; the ability to collect and use data to inform policy; the effective use of funding to steer reform; OECD Education Policy Reviews provide tailored advice and the extent of multistakeholder engagement in policy to governments to develop policies that improve the skills design and implementation. of all members of society, and ensure that those skills are used effectively, to promote inclusive growth for better jobs Based on these tough benchmarks, the review both underlines and better lives. The OECD works with countries to identify the many strengths of Costa Rica’s education system and and understand the factors behind successful reform and provides recommendations on how to improve policies and provide direct support to them in designing, adopting and practices so that the country can advance towards OECD implementing reforms in education and skills policies. standards of education attainment and outcomes. These highlights summarise the main findings of the Review: WHY A REVIEW OF EDUCATION IN COSTA RICA? l Early childhood education: Higher priority should be given higher priority in public spending and policy, given the In 2015, the OECD opened discussions for the accession of vital role it can play in tackling disadvantage and poverty. Costa Rica to the OECD Convention. As part of this process, Costa Rica has undergone in-depth reviews in all the relevant l Basic education: The quality and equity of learning areas of the Organisation’s work including a comprehensive outcomes should become the centre point of policy and review of the education system, from early childhood practice.
    [Show full text]
  • World Bank Document
    PROJECT INFORMATION DOCUMENT (PID) APPRAISAL STAGE Report No.: AB169 CR EQUITY AND EFFICIENCY OF EDUCATION Project Name Public Disclosure Authorized Region LATIN AMERICA AND CARIBBEAN Sector General education sector (100%) Project ID P057857 Borrower(s) Government of Costa Rica Implementing Agency Ministry of Public Education Environment Category [ ] A [X] B [ ] C [ ] FI [ ] TBD (to be determined) Safeguard Classification [ ] S1 [X] S2 [ ] S3 [ ] SF [ ] TBD (to be determined) Date PID Prepared December 30, 2003 Date of Appraisal February 4, 2004 Authorization Date of Board Approval May 4, 2004 Public Disclosure Authorized 1. Country and Sector Background Key elements of Costa Rica Education Sector Strategy and Implementation Instruments. Costa Rica seeks to improve the quality, equity and efficiency of education at all levels. Specific sector goals include: (i) increasing early childhood care and education (ECCE) for ages 0-5; (ii) universalizing at least one year of preschool (for 6 year-old children); (iii) universalizing primary education completion with quality of learning; and (iii) expanding nationwide secondary education (both academic and vocational) with quality. These specific goals will be achieved with keen focus on equity—by targeting education services to traditionally underserved populations (including rural communities and ethnic minorities)—and with increased institutional efficiency and cost-effectiveness. While some goals are nationwide (ECCE and Public Disclosure Authorized Secondary Education), others focus on closing the gaps between regions and across income groups (preschool and finalization of quality primary education). The overarching policies of the Consejo Superior de Educación (CSE), the national body that defines education policies, orient these national educational aims: • Generating educational initiatives that increase equal access to pertinent, high quality opportunities for education and training, including universal access to preschool, increasing enrollment in secondary education, and improving quality at all levels.
    [Show full text]
  • The Negritude Movements in Colombia
    University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations Dissertations and Theses October 2018 THE NEGRITUDE MOVEMENTS IN COLOMBIA Carlos Valderrama University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_2 Part of the Folklore Commons, Other Political Science Commons, and the Sociology Commons Recommended Citation Valderrama, Carlos, "THE NEGRITUDE MOVEMENTS IN COLOMBIA" (2018). Doctoral Dissertations. 1408. https://doi.org/10.7275/11944316.0 https://scholarworks.umass.edu/dissertations_2/1408 This Open Access Dissertation is brought to you for free and open access by the Dissertations and Theses at ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. THE NEGRITUDE MOVEMENTS IN COLOMBIA A Dissertation Presented by CARLOS ALBERTO VALDERRAMA RENTERÍA Submitted to the Graduate School of the University of Massachusetts-Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY SEPTEMBER 2018 Sociology © Copyright by Carlos Alberto Valderrama Rentería 2018 All Rights Reserved THE NEGRITUDE MOVEMENTS IN COLOMBIA A Dissertation Presented by CARLOS ALBERTO VALDERRAMA RENTERÍA Approved as to style and content by __________________________________________ Agustin Laó-Móntes, Chair __________________________________________ Enobong Hannah Branch, Member __________________________________________ Millie Thayer, Member _________________________________ John Bracey Jr., outside Member ______________________________ Anthony Paik, Department Head Department of Sociology DEDICATION To my wife, son (R.I.P), mother and siblings ACKNOWLEDGMENTS I could not have finished this dissertation without the guidance and help of so many people. My mentor and friend Agustin Lao Montes. My beloved committee members, Millie Thayer, Enobong Hannah Branch and John Bracey.
    [Show full text]
  • Degree Candidates
    Linda-Lou O’Connor Entomology & Wildlife Ecology DEGREE CANDIDATES B.S., University of Delaware M.S., University of Delaware COLLEGE OF AGRICULTURE AND NATURAL RESOURCES Dissertation: Effects of Hybridization, Feeding Dean Robin W. Morgan Behavior and Parity Rates of the Common House Mosquito (Culex Pipiens L.) on Late Season West Nile Virus Activity Doctor of Philosophy Professor in charge of dissertation : John B. Gingrich, Ph.D. Jennifer K. Gilbert Plant and Soil Sciences Kristian William Paul Plant and Soil Sciences B.S., SUNY College –Buffalo B.S., Montana State University –Bozeman M.S., University of Connecticut Dissertation: Molecular Modeling Study of Sulfate and Dissertation: Characterizing Dissolved Phosphorus Transport Phosphate Adsorption at the Mineral-Water Interface Through Vegetated Filter Strips Professor in charge of dissertation: Donald L. Sparks, Ph.D. Professor in charge of dissertation: James T. Sims, Ph.D. Luisa Ines Santamaria Plant and Soil Sciences Jie Han Plant and Soil Sciences B.S., Pontificia Universidad Católica del Ecuador –Quito B.E.N.E., Tsinghua University, China M.S., University of Delaware M.C.E, Tsinghua University, China Dissertation: Evaluation of Lima Bean (Phaseolus lunatus) Dissertation: Transport an Retention of Viruses and Germplasm for Resistance to Downy Mildew, Microspheres in Saturated and Unsaturated Porous Media Epidemiological and Biological Studies of its Causal Professor in charge of dissertation: Yan Jin, Ph.D. Agent, Phytophthora phaseoli Christopher Maurice Heckscher Entomology & Wildlife Ecology Professor in charge of dissertation: Thomas A. Evans, Ph.D. B.S., Colorado State University M.S., University of Delaware Renato Jose Schmidt Animal Science Dissertation: Use of the Veery (Catharus Fuscescens) Call B.S., Federal University of Vicosa, Brazil Repertoire in Vocal Communication M.S., University of Sao Paulo, Brazil Professor in charge of dissertation: Roland R.
    [Show full text]
  • Arts Festival Opens Monday
    Vol V — No. 22 Oakland University, Rochester, Michigan Friday, March 13, 1964 'Hill House' To Be Girls' Arts Festival Dorm Only By the Observar Staff Opens Monday Oakland's new six - story "'dormitory, to be completed B) the Observer Staff by fall, will be officially Music, drama and dance presentations of more than known as Hill House, t h e usual artistic merit will be presented in an ambitious and Observer learned this week. delightful week-long student-faculty Fine Arts Festival The name had been suggested by Monday through Sunday. Chancellor Varner and was The Festival, established approved by the Board of Trus- last year, "was so well received tees this week. by everyone that it will be an annual event on the Oakland Contrary to previous consid- campus," Festival co-chairman Roger Bailey announced. erations, Hill House will be a Co-chairman for the event will be John Gillespie. girls' dorm exclusively, leaving John G. Galloway, professor of I Anibal and Fitzgerald houses as art, has been named honorary Being," Sunday at 8:15 p.m. twin men's residences, and Pry- chairman of the Festival in rec- An exhibit of Picasso's works ale the only coed housing unit. ognition of his contributions in will be shown every weekday Explains Changes the area of fine arts. He will pre- from 12 to 5 p.m. in the Art Announcing the news Wednes- side at a reception opening the Gallery, NFH. In addition, there day, Mrs. Alice Haddix, director Festival and at the awards cere- will be another art exhibit in the of residence halls, justified the mony for students who have sub- IM Theatre area nightly from new sex distribution in campus mitted best literary and art 7:30 p.m.
    [Show full text]
  • Country Brief Costa Rica
    INSTITUTE COUNTRY BRIEF COSTA RICA Frida Andersson, Valeriya Mechkova and Staan I. Lindberg February 2016 Country Briefs THE VARIETIES OF DEMOCRACY INSTITUTE Please address comments and/or queries for information to: V-Dem Institute Department of Political Science University of Gothenburg Sprängkullsgatan 19, PO Box 711 SE 40530 Gothenburg Sweden E-mail: [email protected] V-Dem Working Papers are available in electronic format at www.v-dem.net. Copyright © 2016 University of Gothenburg, V-Dem Institute. All rights reserved. Country Brief Costa Rica About V-Dem Varieties of Democracy (V-Dem) is a new approach to conceptualizing and measuring democracy. V-Dem’s multidimensional and disaggregated approach acknowledges the complexity of the concept of democracy. The V-Dem project distinguishes among five high-level principles of democracy: electoral, liberal, participatory, deliberative, and egalitarian, which are disaggregated into lower-level components and specific indicators. Key features of V-Dem: Provides reliable data on five high-level principles and 22 lower-level components of democracy such as regular elections, judicial independence, direct democracy, and gender equality, consisting of more than 400 distinct and precise indicators; Covers all countries and dependent territories from 1900 to the present and provides an estimate of measurement reliability for each rating; Makes all ratings public, free of charge, through a user-friendly interface. With four Principal Investigators, two Project Coordinators, fifteen Project Managers, more than thirty Regional Managers, almost 200 Country Coordinators, several Assistant Researchers, and approximately 2,600 Country Experts, the V-Dem project is one of the largest-ever social science data collection projects with a database of over 15 million data points.
    [Show full text]
  • RF Annual Report
    THE ROCKEFELLER FOUNDATION ANNUAL REPORT FOR 1966 JAN 26 ZD01 2003 The Rockefeller Foundation 31S-3 THE ROCKEFELLER FOUNDATION 111 WEST 50TH STREET, NEW YORK, NEW YORK 10020 PRINTED IN THE UNITED STATES OF AMERICA 2003 The Rockefeller Foundation CONTENTS Trustees, Officers, and Committees, 1966-1967 VIII Officers and Staff, 1966 X THE PRESIDENT'S REVIEW Technology and Nutrition 3 Agriculture as an Industry 4, The Technology of Nutrition 4, New Biological Materials 5, Progress through International Institutes 8, The Search for Quality 11 Toward the Conquest of Hunger 14 Wheat 15, Corn 17, Rice 20, Sorghum and the Millets 23, Potatoes 24, Animal Sciences 27, Nutrition—Protein Sources 29, Institutional Development 31, Schistosomiasis Control 33, Agricultural Economics 35 Problems of Population 38 Teaching and Research in Reproductive Biology and Family Planning 41, Teaching and Research in Demography 47, Training Programs for Professional Personnel 47, Hospital- based Family Planning Programs 49 University Development 52 The University of Ibadan 54, The University of Valle 56, The University of the Philippines 62, Bangkok, Thailand 63, The University of Khartoum 66, Santiago, Chile 68, The University of East Africa 71 Aiding Our Cultural Development 76 Symphonic Music 81, Contemporary Chamber Ensembles 85, Teacher Training and Performer Training 85, Theatre 87, Playwrights 91, Actors and Directors 91, Audience Develop- ment 92, Dance 95, Creative Writing 95, The Humanities and the New Technology 97 Toward Equal Opportunity for All 100 Student
    [Show full text]
  • Is a 501(C)3 Non-Profit Organization Committed to Providing International Learning Opportunities for US-Based Social Work Students
    SWAP PARTICIPANT MANUAL GENERAL INFORMATION FOR PROGRAM PARTICIPANTS Social Work Abroad Program (SWAP) is a 501(c)3 non-profit organization committed to providing international learning opportunities for US-based social work students. www.socialworkabroad.org Table of Contents: About SWAP Page 2 Mission Statement Page 2 Organization and Structure of SWAP Placement/Service Learning Page 2 Selection Process Page 2 SWAP’s Professional Conduct and Performance Expectations Page 3 Participant Roles and Responsibilities Page 4 Knots and Bolts Page 6 What to Pack Page 9 Living with a Family Page 12 Costa Rica Projects Page 15 Background Information on Costa Rica Page 17 SWAP Re-entry Support Page 20 1 ABOUT SWAP Social Work Abroad Program SWAP is a 501 c 3 non-profit organization, is the vision of social workers who are committed to providing international learning opportunities for US-based social work students. Participants are able to practice and exchange ideas in an international setting which promotes compassion, cultural sensitivity, effective practice and competency. MISSION STATEMENT SWAP’s mission is to provide enriched, supported, intercultural internships for US social work students who transform both personally and professionally, through meaningful exchange. SWAP further seeks to enhance US social workers knowledge of international social work in order to foster global citizenship. Vision: Transforming social workers into global citizens. ORGANIZATION AND STRUCTURE OF SWAP PLACEMENT/SERVICE LEARNING The field placement/service learning is the heart of SWAP. The experience offered by SWAP is an opportunity for participants to integrate and apply theoretical knowledge and social work practice and intervention skills in an international setting under the supervision of SWAP Facilitators.
    [Show full text]
  • Education for a Sustainable Future: Analysis of the Educational System in Osa and Golfito
    This document is a part of The Osa and Golfito Initiative, Education for a sustainable future: Analysis of the educational system in Osa and Golfito M.Sc. Claire Menke Anthropology, Stanford University Professor Martin Carnoy, Ph.D. Graduate School of Education, Stanford University San José, Costa Rica July, 2013 “Education for a sustainable future: Analysis of the educational system in Osa and Golfito” M.Sc. Claire Menke Anthropology Professor Martin Carnoy, Ph.D. Graduate School of Education Stanford Woods Institute for the Environment Stanford University This document is part of: Iniciativa Osa y Golfito, INOGO Stanford, California Julio de 2013 Citation: Menke, Claire and Martin Carnoy. 2013. Education for a sustainable future: Analysis of the educational system in Osa and Golfito. Stanford, California: INOGO, Stanford Woods Institute for the Environment, July 2013. 2 Contents Acronyms ................................................................................................................................................ 4 Osa and Golfito Initiative Overview ............................................................................................... 5 What is INOGO .................................................................................................................................................. 5 The INOGO Study Region .............................................................................................................................. 7 Executive summary ............................................................................................................................
    [Show full text]
  • In Latin America
    Diarrheal Disease and Health Services in Latin America ALFRED YANKAUER, M.D., and N. K. ORDWAY, M.D. PERCENT of deaths from diar¬ deaths in children under 5 years of age occurred NINETYrhea in the middle and southern sections during the first 6 months of life while in Co¬ of the Americas are in children under 5 years lombia the proportion is almost one-third. of age. It is estimated that this disease has The incidence of diarrhea appears to vary been the cause of death of almost a fourth of with infant feeding practices related to supple- the million young children who die annually mentation of or substitution for breast milk. in this part of the world. If the diarrheal dis¬ Some Latin countries show reduced morbidity ease death rates of North America were to pre- as early as the sixth month and others as late as vail throughout the Western Hemisphere, the the third year of life. number of deaths would exceed by 98 percent Diarrhea in young children is frequently the number expected. associated with other infeetions and with pro- Diarrhea is conceived of as a disturbance of tein-calorie malnutrition. The epidemiologic intestinal motility and absorption, which once relationship between diarrheal disease and mal¬ and by whatever means initiated may become nutrition has been extensively documented in self-perpetuating as a disease through the pro¬ recent studies carried out by The Institution of duction of dehydration and profound cellular Nutrition in Central America and Panama (3). disturbances, which in turn favor the continu¬ A recent study by Heredia and associates (4) ing passage of liquid stools (1).
    [Show full text]
  • Faculty of Instruction
    Faculty of Instruction Micheal R. Moffett ..................................................................................................................... President and Professor of Education B.A Louisiana Tech University, M.Ed. Northwestern State University of Louisiana, Ed.D., Louisiana State University Amy Tavidian Acosta ............................................................................................................................................Instructor of English B.A., University of Michigan – Ann Arbor; M.A., California State University; M.L.S., Louisiana State University *Daniel J. Acosta......................................................................................................................... Associate Professor of Mathematics B.S., Spring Hill College; Ph.D., Tulane University of Louisiana Bonnie Ahn ................................................................................................................................... Assistant Professor of Social Work B.S., EWHA Women’s University, M.S.W., California State University, Ph.D., Louisiana State University *Nan Butcalis Adams ...........................................................................Assistant Professor of Educational Leadership & Technology B.S., Centenary College; B.S., Louisiana State University; M.Ed., Ph.D., University of New Orleans *Hunter Downing Alessi ................................................................................................................................. Professor of Counseling B.A.,
    [Show full text]