Abstract
An analysis of the evolution of mathematics teacher training plans in Colombia is presented, taking the University of Tolima as a case study. The purpose is to analyse and describe the curricular changes in undergraduate mathematics teacher training at the University of Tolima. It is a descriptive, qualitative, ex-post-facto case study, based on the content analysis of curricular changes. Seven curricula approved between 1970 and 2020 were analysed. Interdisciplinary training experiences significant variations in the free choice of subjects and research topics across different study plans. There is evidence that the number of mathematics subjects has gradually decreased and in their place didactics and pedagogical practices have increased. The study contributes to a deeper understanding of the evolution and current state of the mathematics teacher education program at the University of Tolima, offering valuable insights for future curriculum development and educational policy-making.
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