|
Vol.13, No.3, August 2024. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Changes in Mathematics Teacher Training in Colombia
Carlos Arturo Mirquez Nuñez, María Josefa Rodríguez Baiget, Alexander Maz-Machado, Rosangela Caicedo-Quiroz
© 2024 Alexander Maz Machado, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 13, Issue 3, Pages 2267-2275, ISSN 2217-8309, DOI: 10.18421/TEM133-54, August 2024.
Received: 06 March 2024. Revised: 13 June 2024.
Abstract:
An analysis of the evolution of mathematics teacher training plans in Colombia is presented, taking the University of Tolima as a case study. The purpose is to analyse and describe the curricular changes in undergraduate mathematics teacher training at the University of Tolima. It is a descriptive, qualitative, ex-post-facto case study, based on the content analysis of curricular changes. Seven curricula approved between 1970 and 2020 were analysed. Interdisciplinary training experiences significant variations in the free choice of subjects and research topics across different study plans. There is evidence that the number of mathematics subjects has gradually decreased and in their place didactics and pedagogical practices have increased. The study contributes to a deeper understanding of the evolution and current state of the mathematics teacher education program at the University of Tolima, offering valuable insights for future curriculum development and educational policy-making.
Keywords – Teacher training, mathematics, curriculum, curricula, mathematics education. |
|
----------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------- |