A Case Study of a Training Program for Teachers of Mathematics CENTER FOR RESEARCH AND DEVELOPMENT IN EDUCATION María Isabel Ramírez

Presentación del tema: "A Case Study of a Training Program for Teachers of Mathematics CENTER FOR RESEARCH AND DEVELOPMENT IN EDUCATION María Isabel Ramírez"— Transcripción de la presentación:

1 A Case Study of a Training Program for Teachers of Mathematics CENTER FOR RESEARCH AND DEVELOPMENT IN EDUCATION María Isabel Ramírez mi.ramirez78@uniandes.edu.comi.ramirez78@uniandes.edu.co Presentation for the Conference on Higher Education Pedagogy February 2013, Blacksburg, VA

2 Outline Introduction Description of the program. Why does this training program arise? Its purpose Its development The case study Focus of the study Research methodology design Data analysis and Results Conclusions and questions of participants. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

3 Why does this training program arise? The program was designed to address the difficulties presented by the training of math teachers in Colombia. 1.The separation of the three components in the formation of a teacher: mathematics, pedagogy and humanities. 2.The belief that to teach math it is enough to know math. 3.To recognize that school math is different from math itself. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

4 Why does this training program arise? The existing learning plan was divided in three main blocks (isolated): Higher Education Math [80%] General Pedagogy Classes [10%] – These did not give any information about what truly was happening in the classroom or at the school. Classes on humanities or general culture [10%]. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

5 What was the outcome of this previous program? The graduate was a Math expert faced to the reality of having to teach a school level curriculum, that did not reflect his level of expertise. What mattered most was to master Math at a Higher Education level. There was no refletion about what the graduate was going to teach, or about their teaching practice. The consequences of graduates teaching in a school were never considered. The teaching practice became following a textbook. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

6 Characteristics of this new program It was imperative to create a program to train Math teachers who recognized the Human and the Educational aspects as essential, both in their training process and in their future practice. School Math from an advanced point of view. Start research on training math teachers where Math is seen as a means to construct the world. Consciousness that all children and youth can learn Math. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

7 Purpose of the training General To train a professional in Math Education to perform in Primary and Secondary School contexts as a Math teacher. Specific To conceptualize and construct the professional knowledge of the Math Teacher. To persue a greater recognition of the Math teacher profession. To transform the traditional teaching practices in the Math field. To link research and innovating processes to this new math teaching practices. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

8 Theoretical Perspective (Lurduy, 2009) CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE- Training Program for Teachers of Math The pedagogy The didactics of math and math education Research Project Research and conceptualization on Math teacher training. Problem solving The construction of professional knowledge of mathematics teachers. Reflective teacher and research teacher.

9 Axes of training School Math and Math Didactics Advanced mathematical thinking Practice in the classroom Professional context CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

10 Graduate Profile Math teacher Researcher teacher in the educational field. Seeks the transformation of the educational and pedagogical practices about the math in primary and secondary school. Counselor for Educational Institutions. Textbooks elaborator. Game, didactic material and educational programs designer. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

11 However… The research about training of math teachers in last generation programs (2000-2009) is recent. The information (research, articles in recognized journals, academic production plus the skills developed and learning acquired in these programs is nonexistent (Lurduy, 2009). There are few evaluation programs concerning specific aspects such as the role of the pedagogy, social and human in the training of math teachers. There are specific aspects of the training of mathematics teachers that deserve further investigation Wood (2008). CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

12 Research Questions I.How to address the teaching and learning of pedagogy in the program? II.What is the contribution of the Professional Context Axis to the formation of math teachers in Colombia? CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

13 Information Sources in the Case Study Source: http://www.nwlink.com/~donclark/agile/network2.jpghttp://www.nwlink.com/~donclark/agile/network2.jpg CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE- Documents Undergraduate (n=293 = 75%) Surveys and focus group Teachers (n=10) Semi-structured interviews Coordinator of training program Semi-structured interview Graduates (n=37) Survey on-line Employers (n=12) Semi-structured interview Public University Bogotá, Colombia

14 I. How to address the teaching and learning of pedagogy in the program? 1.The theoretical basis of complex thinking in three moments: Semester 1 to 3: Study of the subjects that the teacher interacts with: (teacher, child and teenager). Semester 4 to 7: Study of the educational institution. (the school, the conflict resolution, educational policies). Semester 8: Study and analysis of the moral issues that teachers might face in their practice. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

15 I. How to address the teaching and learning of pedagogy in the program? 2.The value added offered by teacher training: knowledge throughout math: Human Political Ethical Social CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

16 I. How to address the teaching and learning of pedagogy in the program? 3.Motivation to reflection on the student-teacher: the complexity of human beings and the reality of the "math teacher” profession. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

17 II. What is the contribution of the Professional Context Axis to the formation of math teachers in Colombia? Pedagogical training. By transforming traditional teaching and encyclopedic pedagogy, this axis links the whole human component to teacher training. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

18 II. What is the contribution of the Professional Context Axis to the formation of math teachers in Colombia? Development of five skills. (a)Critical thinking, to give items for students to have understanding about education in relation to the condition of the world. (b)Communicative skills. The professional context axis maintains a high level of requirement from all activities that promote processes regarding reading, oral and writing skills. (c)Teamwork as one of the skills that today’s professional must manage. (d)The ability to solve problems. The professional context axis gives analysis elements that allow students to think and solve problems of their profession. (e)Research skills in their practices. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

19 II. What is the contribution of the Professional Context Axis to the formation of math teachers in Colombia? Teacher’s Projection It encourages students to make teaching their option for life. It works for the construction and establishment of the identity of the teacher. It invites students to think themselves as future teachers of mathematics and to be aware of the implications of this for their professional lives. It remarks the social, political, ethical and moral responsibilities they will have with their future students’ lives. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

20 References Abma T. & Stake, R. (2001). Stake's responsive evaluation: Core ideas and evolution. New Directions for Teaching and Learning, 2001 (92), 7-22. Black, P., & William, D. (1998, October). Inside the Black Box. Raising standards Through Classroom Assessment. Phi Delta Kappan Magazine, 139 – 148. Gil, D. (2011). El eje de contextos profesionales, una formación pedagógica y humana para la formación de docentes de matemáticas no segregadores. Congreso internacional de educación universitaria y prácticas educativas innovadoras. 21, 22 y 23 de septiembre de 2011. México: Universidad Nacional Autónoma de México. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

21 References Lurduy, J. O. (2000). Formación de profesores de matemáticas. Revista Horizontes Pedagógicos v.1 fasc.1 p.9 - 17. Bogotá, Colombia: Taller Creativo. Lurduy, J. O. (2009). Investigación en la formación de profesores de matemáticas. Agendas y perspectivas. En Revista Científica No.11. p. 165 - 178. Bogotá, Colombia: Universidad Distrital Francisco José de Caldas. Lurduy, J. O. (2009). El profesor investigador de su práctica. Formación y competencias. En Revista Uno: Revista de Didáctica de las Matemáticas. No. 51. p. 19 - 29. Ministerio de Educación Nacional (1994). Ley General de Educación. Bogotá, Colombia. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

22 References Ministerio de Educación Nacional (1996). Decreto 0709 del 17 de abril. Reglamento general para el desarrollo de programas de formación de educadores y condiciones para su mejoramiento profesional. Ministerio de Educación Nacional (2000). Formación de maestros, elementos para el debate. CAENS. Bogotá, Colombia. Recuperado el 27 de mayo de 2011, del sitio Web http://www.mineducacion.gov.co/1621/articles- 85742_Archivo_pdf1.pdf http://www.mineducacion.gov.co/1621/articles- 85742_Archivo_pdf1.pdf CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

23 References Quito, M. & Vidal, A. (2000). “El modelo de formación de maestros en Colombia”. En Convenio Andrés Bello, Formación de formadores en educación media y básica (pp. 17 - 48). Santafé de Bogotá, Colombia: Azucena Martínez-Soporte Editorial. Romero, J y otros (2002). Matemáticas para todos. El sentido de la profesión profesor(a) de Matemáticas. Bogotá: Universidad Distrital. Salazar, C., Leguizamón C., Andrade L. (2004). “Rutas pedagógicas en la formación de licenciados en matemáticas”. Memorias sexto encuentro colombiano de matemática educativa. (pp. 86 y 87). Bogotá, Colombia: Grupo Editorial Gaia. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

24 References Stake, R. (1967). The countenance educational evaluation. Recuperado el 22 de octubre de 2010, del sitio Web http://education.illinois.edu/CIRCE/Publications/Countenance.p df http://education.illinois.edu/CIRCE/Publications/Countenance.p df Stake, R. (2006). “Evaluación comprensiva”. En Graò (Ed.), Evaluación comprensiva y evaluación basada en estándares (pp. 141 - 165). Barcelona, España: Graó Stake, R. (2010). Investigación con estudios de caso. Morada (Ed.). Barcelona, España: Madrid Torres, R. M. (1996). “Formación docente, clave de la reforma educativa”. Santiago, Chile: Unesco. Vasco, C. E., Barrera, M., Becerra, M., Suárez, A., & Perdomo, N. (2004). De la teoría a la práctica en la formación de maestros de ciencias y matemáticas en Colombia. Bogotá, Colombia: Editorial Pontificia Universidad Javeriana. CENTRO DE INVESTIGACIÓN Y FORMACIÓN EN EDUCACIÓN-CIFE-

25 A Case Study of a Training Program for Teachers of Mathematics CENTER FOR RESEARCH AND DEVELOPMENT IN EDUCATION María Isabel Ramírez mi.ramirez78@uniandes.edu.comi.ramirez78@uniandes.edu.co Presentation for the Conference on Higher Education Pedagogy February 2013, Blacksburg, VA