Abstract

In this chapter a succinct panorama of some of the background, structure, development and limitations of the initial and continuing preparation of Mathematics teachers in Colombia is presented. Particularly, some aspects of the political, social and, in some cases, academic transformations that have affected Mathematics teacher preparation will be mentioned. Also, the current tendencies in initial and graduate education will be considered. Finally, we will indicate some achievements and current challenges facing research in Mathematics Education and teacher preparation that are facilitating a consolidation of this discipline as a professional and scientific field in the country.

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