Informe sobre la formación inicial y continua de profesores de matemáticas en el Ecuador

Abstract

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.