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 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