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Home arrow Mathematics arrow Mathematics Teacher Preparation in Central America and the Caribbean: The Cases of Colombia, Costa Rica, the Dominican Republic and Venezuela

Strengths, Weaknesses, Threats and Main Challenges


The increase in the level of preparation and degree completion of the teacher population constitutes a human base for launching actions for progress in Mathematics Education.

The four public universities that offer Mathematics teacher preparation programs have improved their administrative conditions and curricular coherence through a process of accreditation and self-evaluation.

The existence in the country of a consolidated Mathematics Education research team, with strong national and international connections and high level political support, is an important strength.

Costa Rica has an officially approved new high quality school curriculum that is a powerful starting point. Simultaneously important actions for its implementation via the Mathematics Education Reform in Costa Rica project have been initiated. These two dimensions are strengths that can improve teaching and learning of Mathematics. And all the processes of initial and continuing preparation moving forward should be considered within this scenario.

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