Teacher training and quality of mathematics education

Abstract

The problem of teacher training in mathematics at the secondary education level is recurrent, as shown in various publications on the history of education. Therefore, it is difficult to understand why so little progress has been made, despite the many complaints and proposals. In this sense, the aim of this study was to analyze the relationship between the training and the processes of improvement in the teaching of mathematics teachers. Currently, content knowledge is almost the only professional reference for most teachers. This is despite the fact that no one disputes the fact that teachers also need to have other knowledge of Didactics of Mathematics and knowledge derived from teaching practice. In this sense, it is important to establish a stable, rigorous and coherent institutional framework between university and non-university institutions involved in initial and continuing teacher training, which will make it possible to seriously and rigorously address the problems we have discussed.