Informes educación matemática: Ecuador, Perú. Capacity and networking project 2016. International commission on mathematical instruction

Abstract

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.