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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

Closing Statements

The progress in initial preparation of Mathematics teachers that can be achieved in Costa Rica will depend on the clarity, decisions and actions of many involved. What is done by the public universities will be decisive given the resources they possess, their educational trajectory and the social esteem they enjoy. However, for various reasons there is not an absence of inertia and paralysis in this realm.

But there are not only individual institutional responsibilities. The role of the State at this time in Costa Rica is decisive. A will to more aggressively exercise control and supervision over what is happening in initial teacher preparation programs is a necessary condition. This is also a responsibility for Costa Rican society in general, particularly given that adequate paths of action are not always taken (for example, accreditation of university Education programs is not a legal requirement). Without legislative support and the backing of civil society, the State cannot act.

The “Modern Mathematics” curricular reform of the 1960s and 1970s decisively determined the teacher preparation programs for decades in Costa Rica. Now, fifty years later, a new curricular and intellectual reform proposes an impact of similar proportions. But this time, the changes that have been introduced have adopted with clarity findings that have already been consolidated on the international scene by the field of Mathematics Education that has become a scientific discipline and independent profession.

 
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