Experiences of mathematicians in School Mathematics in Chile. Patricio Felmer BIRS, 30 January 2014. Overview of Chilean context. Population : ! 7 millions Surface: 750.000 km 2 Capital: Santiago Main cities: Concepción, Valparaíso, Antofagasta, La Serena, Temuco
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Experiences of mathematicians in School Mathematics in Chile
BIRS, 30 January 2014
Surface: 750.000 km2
Main cities: Concepción, Valparaíso,
Antofagasta, La Serena, Temuco
Neighbors: Argentina, Bolivia and Perú
The name of our country has nothing
to do with hot pepper!
Results in international tests
31 among 42 with 416 points, 84 below the center of the scale. About 200 points below the highest scores: South Korea, Singapore and Taipei obtained 613, 611 and 609, respectively.
Chile got position 51 in Mathematics with 423 points.
71 points below 494, the OECD average.
89 92 91 94
Results in national tests
SIMCE System of Assessment of Quality of Education (absolute scale). Various levels (4th, 8th and others), without consequences for students, but high consequences for schools.
4th grade 10th grade
SIMCE (assesses students in schools)
PSU (university entrance exam)
The scores in these tests are highly correlated with socio-economic variables. The Chilean educational system is highly segregated by these variables and no major change in this situation has been seen the last years.
Howdoes Chile do onthem?
Chile reaches position 34 among 148 countries !On the 4th of September of 2014, the ChileanMinisterof Financeproudlyannounced in CNN ourresults in the annualcompetitivenessindexby the WorldEconomicForum4 de septiembre 2014
Overview of Chileancontext
Chilean national curriculum in transition:
Most teachers graduate from universities (but many universities are quite bad)
Profile of Pre-service teacher programs:
General Primary teacher program
Specialized Primary teacher program
Bachelor degree in Mathematics + Pedagogy (4+1 year)
Mathematics Pedagogy (4,5 to 5 years)
Mathematicians in Chile
Mathematicians and the National Curriculum
While the attitudes where not well settled, our main disagreement was with the contents, but something was good about the abilities…
- Encourage teachers todeveloptheseabilities in theirstudents since itis in thecurriculum
- Encourageuniversitiestodeveloptheseabilities in prospective teachers since itis in thecurriculum
- EncourageNationalAssesment Office todesignteststomeasureabitilities, since itis in thecurriculum…
The Center for Mathematical Modeling
The Center for Mathematical Modeling is a state funded research center in Applied Mathematics
The mission of the CMM is to create new mathematics and use it to solve problems coming from other sciences, the industry and public policies. Its aim is to develop science with the highest standards, which also guides its endeavors in industrial research and education.
The state funds Research an Developments projects that ends up in some product for the market… after some years of running these projects, the state decided to open a line in ‘education’, yes Fondef in education, ending up with a ‘product for the market’…
At CMM there were three mathematicians that lead the first project called IDEA+, the first Fondef in education at CMM
Tools for the formations of mathematics high school teachers
The project: Tools for the formations of mathematics high school teachers.
Researchers: Patricio Felmer, Salomé Martínez, Cristián Reyes and Leonor Varas
The product: 15 books
14 books of mathematics for pre-service teachers written by mathematicians.
The 15th book is called Case study for the formation of mathematics teachers.
Case Studies for the Formation
of Mathematics Teachers:
Integrating Mathematics and
Written by Cristian Reyes (mathematician)
It contains cases for pre-service teachers
discussion about what happens in a typical
…we cannot blame students
…we cannot blame teachers
…we cannot blame math educators…
All of them are part of the landscape, we have to work with them.
And we have to work also with mathematicians….
‘Guiding standards for pre-service elementary teachers’
…were published in July, 2011
This book contains a careful description of the standards that future elementary mathematics teachers in Chile should meet after graduation from teacher training. The contents is the result of the work of a broad team of mathematicians and mathematics educators led by the University of Chile to develop Content and Pedagogical Standards for Primary School Teachers Education in Mathematics commissioned by the Chilean Ministry of Education.
Readership: Mathematics educators, pre-service and in-service elementary teachers, university and national policy makers, curricular experts.
…towards an abilitation test
2012 Elementary and Secondary test
2014 Secondary test
If they put more mathematics courses requirements…what a challenge for mathematicians…
…together with more mathematics courses there is the need that students learn more mathematics, enjoy mathematics and learn how to teach mathematics…How to do it?
Make mathematicians to teach them…
In many high school teacher formation programs in Chile there are a great number of mathematics courses taught by mathematicians…
Both, the way of teaching and the contents are like regular mathematics courses…
The book on Case Studies (Boston College)
The development of Standards (Michigan State & NIE)
The math books for elementary pre-service teachers (Michigan State and Texas State University, UNAM)
Research in Problem Solving (University of Helsinki)
And this great opportunity…
Mathematicians and School Mathematics education.
Standards for preservice teachers
Pre-service teachers, what and how to do it?
In-service teachers, what and how to do it?