Browsing by Author "Auccahuallpa Fernández, Roxana"

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    Informe sobre la formación inicial y continua de profesores de matemáticas en el Ecuador
    (2017) Martínez Jara, Margarita Helena; Castillo Domenech, Ana Paola; Trelles Zambrano, César Augusto; Gonzáles Prado, Neli Norma; Calle Palomeque, Carmen Eulalia; Ayala Trujillo, Andrea Verónica; Rivadeneira Loor, Fredy Yunior; Auccahuallpa Fernández, Roxana; Flores Marin, Mónica Jeannette
    This research aims to display the preservice and inservice mathematical teacher education condition in our country from the republic up to nowadays. The education of mathematic teachers in Ecuador has not followed a clear evolution and conceptualization path given the historical divorce between government policies and the educational reality. While evaluations of teachers in public institutions show a serious problem at the level of content mastery, government reforms aim to strengthen practical and civic education. The cognitive component of math teachers in General Basic Education is insufficient to lay a good conceptual structure for teachers in this area. There is incentive for training teachers but without proper structuring and monitoring. Iso-lated and individual efforts have failed to become a true state policy that goes beyond successive governments and achieve to give education in mathematics the place it deserves as the engine of scientific and technological transformation of the country.
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    Informes educación matemática: Ecuador, Perú. Capacity and networking project 2016. International commission on mathematical instruction
    (2017) Flores Marin, Mónica Jeannette; Castillo Domenech, Ana Paola; Trelles Zambrano, César Augusto; Gonzáles Prado, Neli Norma; Calle Palomeque, Carmen Eulalia; Ayala Trujillo, Andrea Verónica; Martínez Jara, Margarita Helena; Rivadeneira Loor, Fredy Yunior; Auccahuallpa Fernández, Roxana
    This research aims to display the preservice and inservice mathematical teacher education con-dition in our country from the republic up to nowadays. The education of mathematic teachersin Ecuador has not followed a clear evolution and conceptualization path given the historicaldivorce between government policies and the educational reality. While evaluations of teachersin public institutions show a serious problem at the level of content mastery, government reformsaim to strengthen practical and civic education. The cognitive component of math teachers inGeneral Basic Education is insufficient to lay a good conceptual structure for teachers in thisarea. There is incentive for training teachers but without proper structuring and monitoring. Isolated and individual efforts have failed to become a true state policy that goes beyond successivegovernments and achieve to give education in mathematics the place it deserves as the engineof scientific and technological transformation of the country.