Colombia: Mathematics Education and the Preparation of Teachers. Consolidating a Professional and Scientific Field

Guacaneme-Suárez, Edgar Alberto; Obando-Zapata, Gilberto; Garzón, Diego; Villa-Ochoa, Jhony Alexánder

doi:10.1007/978-3-319-44177-1_2

Cited by 10 publications

(10 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Centramos nuestra atención en un aspecto de esa diversidad: el conocimiento y la preparación del profesor en matemáticas y en educación matemática. Los profesores de matemáticas colombianos tienen formaciones diversas en la disciplina y en su didáctica (Guacaneme, Obando, Garzón y Villa-Ochoa, 2013).…”

Section: Profesores Documentos Curriculares Y Equidadunclassified

Complejidad y coherencia de documentos curriculares colombianos: Derechos Básicos de Aprendizaje y Mallas de Aprendizaje

Gómez

Velasco

2017

RCE

View full text Add to dashboard Cite

El Ministerio de Educación Nacional de Colombia presentó, a finales de 2016, versiones preliminares de dos documentos curriculares: la segunda versión de Derechos Básicos de Aprendizaje y la primera versión de las mallas curriculares. Se espera que estos documentos complementen el de los Estándares Básicos de Competencia que los profesores e instituciones educativas han venido implementando desde hace diez años. En este artículo, presentamos un análisis curricular de estos documentos. Encontramos que presentan un nivel importante de complejidad y múltiples incoherencias. Por esta razón, no es posible afirmar que todos los profesores e instituciones colombianos puedan comprender su contenido, interpretarlo adecuadamente y llevarlo a la práctica con el propósito de contribuir al aprendizaje de los estudiantes.

show abstract

Section: Profesores Documentos Curriculares Y Equidadunclassified

Complejidad y coherencia de documentos curriculares colombianos: Derechos Básicos de Aprendizaje y Mallas de Aprendizaje

Gómez

Velasco

2017

RCE

View full text Add to dashboard Cite

show abstract

“…The course was part of a Bachelor program offered by a school of Education at a public university in Medellín, Colombia. In Colombia, mathematics teachers are prepared in Bachelor programs offered either schools of Education or Mathematics Sciences or both (more details about the Colombian Mathematics teacher preparation system see Guacaneme-Suárez et al [13]).…”

Section: Context and Participantsmentioning

confidence: 99%

Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling

2021

Self Cite

View full text Add to dashboard Cite

This document reports how formative assessment strategies promote the knowledge of modeling of pre-service mathematics teachers. This knowledge is understood from content and vehicle points of view. Formative assessment strategies were designed and experimented with 14 participants in a mathematical modeling course offered to pre-service teachers in a Colombian university. Thematic analysis was conducted on lesson plans built by pre-service teachers. In those plans, they evinced knowledge of class management, mathematics teaching, problem solving, and modeling teaching. Finally, the collective construction of assessment rubrics is highlighted. Its contributions and limitations as a formative assessment tool are reported. The role played by the advisors’ feedback and support to pre-service teachers is also presented.

show abstract

“…Mathematics has a substantial presence at all these levels because Colombian regulations have declared it to be fundamental. Training for mathematics teachers for the different levels is given in diverse institutions and with varying depth (for more details see Guacaneme-Suárez, Obando-Zapata, Garzón, & Villa-Ochoa, 2017). According to Guacaneme-Suárez et al (2017) during the sixties, seventies and eighties, there was a variety of important movements influencing the approaches and tendencies in the curriculum development in Colombia. In 1992, after the promulgation of the Political Constitution of Colombia, education was established as a Fundamental Right.…”

Section: General Aspects About Colombia and Its Education Systemmentioning

confidence: 99%

Research into cognition and numerical thinking in Colombia (Investigación sobre cognición y pensamiento numérico en Colombia)

Obando-Zapata

Pontón-Ladino

Parada-Rico

et al. 2020

Studies in Psychology

Self Cite

View full text Add to dashboard Cite

The article presents the results of a literature review that covered various study types and contributions made on cognition and numerical thinking in Colombia. After conducting a search in different sources, 84 relevant documents were selected and analysed in detail. Three categories were created: (i) subjects and lines of research; (ii) teacher training; and (iii) contributions to teaching and learning processes in the classroom. The results of the study indicate that in Colombia there is a prevalence of studies that focus on proposals addressing needs in mathematics classes. There is also a significant amount of studies on cognitive, semiotic and sociocultural perspectives. A gap between these two types of studies is also presented. Some considerations for future research on the topic are outlined at the end of the article.

show abstract

Colombia: Mathematics Education and the Preparation of Teachers. Consolidating a Professional and Scientific Field

Cited by 10 publications

References 3 publications

Complejidad y coherencia de documentos curriculares colombianos: Derechos Básicos de Aprendizaje y Mallas de Aprendizaje

Complejidad y coherencia de documentos curriculares colombianos: Derechos Básicos de Aprendizaje y Mallas de Aprendizaje

Formative Assessment of Pre-Service Teachers’ Knowledge on Mathematical Modeling

Research into cognition and numerical thinking in Colombia (Investigación sobre cognición y pensamiento numérico en Colombia)

Contact Info

Product

Resources

About