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Mathematics Teacher Education in the Andean Region and Paraguay pp 19–45Cite as

Report on Mathematics Teacher Preparation in Ecuador

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Part of the SpringerBriefs in Education book series (BRIEFSEDUCAT)

Abstract

This report aims to present pre-service and in-service mathematics teacher education in Ecuador from independence to the present. The education of mathematics teachers in Ecuador has not followed a clear evolution and conceptualization path given the historical divide between government policies and the educational reality. As evaluations of teachers in public institutions show a serious problem at the level of content mastery, government reforms aim to strengthen teaching practice and education for citizenship. The cognitive component of mathematics teachers in General Basic Education is insufficient to lay a good conceptual structure for future teachers. There is a desire to contribute to the professional development of teachers, but without proper structuring. Isolated and individual efforts have failed to become a true state policy that goes beyond successive governments and provides Mathematics Education the place it deserves as the engine of scientific and technological transformation of the country.

Keywords

  • Education
  • Mathematics
  • Mathematics teacher education
  • Ecuador

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Notes

  1. 1.

    Montubio are an indigenous mestizo people of coastal Ecuador. The Montubio were recognized by the government in the spring of 2001 after protests that included protracted hunger strikes. http://www.ijunoon.com/dictionary/Montubio/.

  2. 2.

    Herbart indicated that interest is the cardinal concept of instruction, but is the end not the means.

  3. 3.

    The “integrative curricular processes” are concepts of a great degree of generalization of the academic contents that articulate the whole curricular design in each content area, with a projection toward interdisciplinarity.

  4. 4.

    SENESCYT is the National Secretariat of Higher Education, Science, Technology and Innovation.

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Authors and Affiliations

  1. Escuela Superior Politécnica del Litoral, Guayaquil, Ecuador

    Margarita Martínez Jara

  2. Universidad San Francisco de Quito, Quito, Ecuador

    Paola Castillo Domenech & Andrea Ayala Trujillo

  3. Universidad de Cuenca, Cuenca, Ecuador

    César Trelles Zambrano & Eulalia Calle Palomeque

  4. Universidad Técnica de Manabí, Portoviejo, Ecuador

    Fredy Rivadeneira Loor

  5. Universidad Nacional de Educación, Azogues, Ecuador

    Roxana Auccahuallpa Fernández

Authors
  1. Margarita Martínez Jara
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  2. Paola Castillo Domenech
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  3. César Trelles Zambrano
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  4. Eulalia Calle Palomeque
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  5. Andrea Ayala Trujillo
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  6. Fredy Rivadeneira Loor
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  7. Roxana Auccahuallpa Fernández
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Corresponding author

Correspondence to Margarita Martínez Jara .

Editor information

Editors and Affiliations

  1. Department of Mathematics, Universidade Federal de São Carlos, São Carlos, São Paulo, Brazil

    Prof. Yuriko Yamamoto Baldin

  2. Department of Sciences, Pontificia Universidad Católica del Perú, Lima, Peru

    Dr. Uldarico Malaspina

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Open Access This book was originally published with exclusive rights reserved by the Publisher in 2018 and was licensed as an open access publication in November 2020 under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits any noncommercial use, sharing, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence and indicate if you modified the licensed material. You do not have permission under this licence to share adapted material derived from this book or parts of it.

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Martínez Jara, M. et al. (2018). Report on Mathematics Teacher Preparation in Ecuador. In: Baldin, Y.Y., Malaspina, U. (eds) Mathematics Teacher Education in the Andean Region and Paraguay. SpringerBriefs in Education. Springer, Cham. https://doi.org/10.1007/978-3-319-97544-3_2

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  • DOI: https://doi.org/10.1007/978-3-319-97544-3_2

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