Task 3 Describing the practices of Didactics of Mathematics in Latin America.

Practices of Didactics of Mathematics in Latin America

Mariana Bajonero, Angela Barba, Daniela Murillo 551032A_1144

Math is very important nowadays Due to globalization and the increased use of technology, math is very important nowadays. All over the world, there is a great need for teaching good mathematics- Math is a key school subject; because students' thought process is affected in a positive way. It provides a set of unique skills such as logic, abstract concepts, methodical thinking, and it helps to fully comprehend many science concepts as well. Additionally, math fosters emotional aptitudes, intelligence and personality; because this field encloses all human activities.

In Latin American and Caribbean (LAC) countries students are falling behind because they are not being taught at the level needed in today’s world. Students perform poorly in international evaluations suchs as Trends in the International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA). In many countries, low mathematics results correlate with low language results.

Many studies have reported that teaching math is a big issue in LAC countries. In the same way they share many similarities, for example, the literacy rate among young people is about 90%. However, they do differentiate in things like each country's income, poverty rates, life expectancy, etc. and there are big gaps. In the Ancient World, some of these countries had talented civilizations such as the Incas and the Mayans, cultures that were advanced and had a great math knowledge.

Mathematics education in LAC a reality to be transformed

Math in Colombia The international

But what is level 1? It is

This situation shows

evaluation TIMSS

a basic measurement

that Colombian math

(Trends in the

for students to answer

teachers are not

International

questions where all

prepared for meeting

Mathematics and

relevant information is

the present

Science Study) and the

present and questions

circumstances. One

PISA test (Program for

are clearly stated.

way to fix these

International Student

Students can

problems is to have

Assessment) provide

understand clear

qualified teachers,

accurate results

information. In other

people who know the

regarding measuring

words level 1 has to do

subject vey well and

students' achievements

with the basics.

have the tools to teach

in this region. The tests

competently. Once

show that most students

graduated, teachers

lack the ability to solve

need to continue

a problem, including

growing professionally

ones containing basic

and to have a vast

algorithms. For

knowledge of their

example, in 2006 the

subject. And students

results for Colombia

need to not just learn

were poor, with reading

about a specific subject,

385/556 and math

but also which specific

370/547. The students'

learning method works

proficiency level on the

the best for them.

mathematics scale is very low seeing as about 50% of students perform below level 1.

In many countries, as well in Colombia, low

To reach these goals, mathematicians have

math results are a result of low reading

to be involved in teachers training, because

comprehension. Experts have pointed out

their participation is almost zero. When this

this language/math relationship. Is it clear a

is achieved math will be improved in our

student cannot solve a math problem if he

country.

lacks the required skills of his own language? Furthermore, how can a student

Nevertheless, there are some efforts to

express math concepts properly without

improve mathematics in the country. For

good vocabulary? Thus, to get better

example, since the year 2000 Colombia has

results in math, teachers need to work hard

participated in the Bolivarian Mathematics

on improving language literacy.

Olympics. The country has hosted one of the oldest math national events in the

In Colombia, like most countries in LAC the

continent, The Colombian Mathematics

government provides education for

Olympics,which started about 30 years ago.

everyone and the literacy rates are high

In recent years, the country has invited

among young people. However, quality is

students from neighboring countries of the

not the same as quantity, and in most cases

region and it promoted the first

it is quite low. A short term solution is not

Iberoamerican Mathematical Olympics.

easy, the countries need to train their teachers better. In other words better

One can see that most nations are trying to

teachers, better conditions, better students.

improve by offering mandatory classes covering most of their population, but it is not enough.

How to improve math in Colombia

Find ways to improve math and

For new teachers

For In-service teachers

Strict policies for teaching

Offering programs related to

training and selection.

didactics and better practices.

language education all together.

Connect professional mathematicians with school

Perhaps using online classes.

teachers to get a better vision of

Raising teachers salaries to

the field.

attract more people.

Training teachers in the correct use of technology.

Keep a detailed report of

Deeper knowledge of the

students performance in

subject taught.

international testing like the PISA or TIMSS.

use this time to prepare better.

Offering professional development during vacations.

Use technology to provide access to teachers and students to more resources.

Create mentoring programs between research mathematicians and new

Write minimum standards for math education from elementary through high school.

Universities need to associate mathematicians to help teachers in training with their pedagogical and didactic skills; providing new teachers with a bigger teaching tools box with supporting materials namely sensorial stuff, new resources, teaching techniques to reach all types of students, etc.

Giving teachers a sabbatical to

teachers.

… more ideas…

School-based national Olympics Emphasizing the use of the competition to create a link between mathematicians and teachers. Leaving aside the models that only focus on selecting the best students. This situation requires government support to fund these projects making sure researchers could be linked with these types of events.

The sustainable development goals are an urgent call to action for all countries, goal #4 refers to ensuring everyone receives an excellent quality education. Math is part of these goals, as is understood as a basic right for all students and it is needed for today’s world. Half of the Colombian students barely reach Level 1 in international tests. The country needs to act and provide better teachers to raise their students' standards.

Math in Chile Chilean education has a unified organization in schools, the administration is in charge of municipal and private institutions, and the State has the responsibility to verify and maintain the system in operation, thus generating the highest academic quality in Latin America. The most challenging mathematical activity is the demonstration, this program aims to provide presentations of the activities proposed in the curriculum. This is a general approach that is incorporated continuously during the educational process, it is a mathematical process to learn how to think.

The general idea is to teach a specific subject in a stimulating environment for learning within the classroom. This process requires theory and practice to know how to develop problem-solving, diagnosing, evaluating and modifying processes for finding a solution.

The pedagogical studies are carried out by the University of Chile in the Faculty of Sciences, Philosophy, and Humanities. It understands the didactics of mathematics facilitating to the teacher an implementation of teaching and learning strategies through different models. By applying cognitive sciences as an effective role through its development.

Didactic strategies for the development of mathematical skills in Chile.

The didactics of mathematics begin with the training of teachers at each of the levels. The exploration of external activities increases the interest in learning in the classroom, by allowing real problems to be put into practice. The properties of mathematical objects: are treated as a change of cognitive and epistemic attitude in effect. “I can” statements, contribute to knowledge, written, oral and augmentative communication.

Applying diverse ideas of Mathematics but explaining and arguing; implementing Toulmin's method, the students build their learning process guided by the teacher, using previous concepts or pre-knowledge.

In recent years, Chile has implemented different projects that promote the use of technology in the classroom, such as (one computer per child). Needless to say that technology by itself does not provide any significant knowledge; thus, it is necessary to implement pedagogical intervention models allowing teachers to properly use these technologies that contribute to learning. The process began in 2009, with a project called "learning mathematics with technology 1:1 laptop”. It is a model in the math curriculum, which integrates 21st-century skills: collaborative work, integration of technology, individual research, mathematical didactics, development of solutions to create interactive, and dynamic learning environments. It also includes permanent training and support for teachers. In the training focusing on designed printed material, interactive digital resources, and assessment of student learning, to increase the assertiveness of the project.

We can conclude that mathematics education in Chile is based on the search for explanatory hypotheses. And it is developed under the problem-solving model, interacting as a group, solving questions, guided by the teacher.

Possible Solution To begin with, teachers need a steadfast interest in involving various methodologies to make their teaching a fun and innovative.

Then, students ought to maintain a daily motivation, and be committed to learn new concepts as well.

Problem Statement Based on how the Colombian students perform in the local government ICFES test. It is easy to analyze mathematical skills in Colombia; we can infer that the production of the students is not what is expected by teachers. When is compared with the academic achievement in Chile, a country with the highest math level in Latin America, Colombia is very low. This shows the lack of good reading comprehension.a skills that are developed since early childhood.

Mathematics promotes the understanding of various processes that require a correct use of language.

This process allows the students to develop understanding of new concepts more easily. In education, teachers are facilitators for students; they help to build knowledge, understanding, processing and applying different methods to solve the problems.

The Government, in Colombia the Secretary of Education, must maintain constant technological contributions and professional development for teachers. Also they need to connect professional mathematicians with math teachers to share knowledge and good practices to enrich teachers tool box. This will produce a deep impact in students accomplishments in math.

In addition, there is a need of reviewing the evaluation system. Evaluations that really show students accomplishments in a controlled environment.

Math in Mexico

Because the teaching-learning process of mathematics is complex, teachers

We currently live in a

If one considers the

must apply the

globalized world, which

evolution education has

appropriate

has broken barriers in

done through,

methodology and

various fields, social,

specifically in math;

strategies to generate a

economic, cultural,

from the methodological

real acquisition of

educational, among

and epistemological

knowledge.

others. Teaching math

point of view; it is

in Mexico is a two fold

necessary to include

Regarding the best

parts task; the first,

didactic materials such

practices in

when considering

as books to support

mathematics didactics,

customs and beliefs,

children's learning.

in high school the

there is a misconception

education tends to take

of learning procedures

Due to the low levels

into account

and formulas. The

reached by children and

approaches such as

concepts are taught, but

young people in terms

problem solving. Using

without being able to

of learning mathematics

research that affect the

understand why and for

in Mexico, in recent

direction described, and

what it is being learned.

years the

consider the association

implementation of

between problem

In 1992 an academic

academic programs has

solving and the use of

program was developed

been proposed to

technology as a

with updated contents

improve the educational

mediator in learning.

using the problem

level. One of this is the

approach and creating

Comprehensive Reform

reasoned teaching. But

of Basic Education

due to the lack of

2007-2012 to

teacher training and the

strengthen Spanish and

various atypical styles

mathematics skills.

of training, the goals were not met.

Moreover, there is a new trend using teamwork in the classroom and the use of rubrics for evaluation.

Math in Mexico

However, there is a lack of research about these aspects. And this could be a great opportunity of

The government assumes

growth for researchers in mathematics education.

teachers are well trained and

This represents an opportunity of growth.

they are able to efficiently teach well all concepts and

Regarding college level, the institutions take

strategies required in this new

advantage of the use of technology as a mediator in

academic model. This one

the learning process. And they have designed

refers to the educational

online mathematics courses with the purpose of

program developed in 1992.

reaching a larger population. In addition, with these

There are many issues to

curriculum the students can learn at their own pace.

overcome: like breaking old beliefs, lack of knowledge of

Although teachers are working with a new

concepts, insufficient didactic

academic program 2007-2012 (SEP and SEB

schemes, etc. (Ávila. 2004;

2008). In a school year, the curriculum does not

Bernal, Figueroa, Ramírez

have specify a course of action regarding teaching

and Triana, 2006: Carvajal,

some concepts like addition and subtraction.

2007)

REFERENCES Campillay, William (2010). La demostración en los programas de secundaria de matemática en Chile. UNIÓN. Revista Iberoamericana de Educación Matemática, 22, pp.

77-89 Guzmán, Ismenia (2005). La Educación Matemática en Chile. UNIÓN. Revista Iberoamericana de Educación Matemática, 2, pp. 53-90 Lagos, María Ester; Miranda, Hernán; Matus, Claudia; Villarreal, Gonzalo (2011).

Aprendiendo matemática con tecnología portátil 1 a 1: resultados de una experiencia de innovación en Chile. Cuadernos, 8, pp. 181-201 .

Ministerio de educación Gobierno de Chile, Biblioteca digital escolar, https://bdescolar.mineduc.cl/ Adams, D., & Hamm, M. (2014). Teaching Math, Science, and Technology in Schools Today: Guidelines for Engaging Both Eager and Reluctant Learners (Vol. Second edition).

Lanham: Rowman & Littlefield Publishers. http://bibliotecavirtual.unad.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct= true&db=nlebk&AN=709555&lang=es&site=eds-live&scope=site Bosch C; Álvarez, L; Correa, R: Druck, S; & McEaching, R. (2010). Mathematics education in Latin America and the Caribbean: a reality to be transformed. Science for a Better Life: Developing Regional Scientific Programs in Priority Areas for Latin America and the Caribbean. Volume 4. Mexico City, ISBN 978-0-930357-80-1. http://docplayer.net/20952213-Mathematics-education-in-latin-america-and-the-caribbean-areality-to-be-transformed.html Näslund-Hadley, E., Loera Varela, A., & Hepworth, K. A. (2014). What Goes on inside Latin American Math and Science Classrooms: A Video Study of Teaching Practices. Global Education Review, 1(3), 110- 28.https://files.eric.ed.gov/fulltext/EJ1055189.pdf Dawson, A. (Il.), Jaworski, B. (Il.) & Wood, T. (Il.). (2003). Mathematics Teacher Education: Critical International Perspectives.Taylor & Francis Group. https://elibro-net.bibliotecavirtual.unad.edu.co/es/ereader/unadenglish/157751?page=1