MATH EDUCATION IN

Although in most countries LATIN AMERICA AND THE

atrategies have been CARIBEAN: A REALITY
advanced to improve the
teaching and learning of TOBE TRANSFORMED
mathematics, the results
arre not encouraging, and it
is no wonder that state
investment in teacher
training projects does not
correspond to the reality
with the However, the
conditions for the teaching
of mathematics are
increasingly complicated,
the large number of
students per classroom
further complicates the
situation, which requires a
new pedagogical pratice
that is not only limited to DIDACTICS OF MATHEMATICS
enthusiastic and dynamic
teachers but also have deep Tutor: MILLY ANDREA MUÑOZ
knowledge in the area that
is to say we need better Produced by:
teaschers and for them we
must invest seriously in Claudia Milena Hernández
training , it is not enough
Libardo Julián Salinas
just to know mathematics
we must also know how to Ángela Yaneth Marín
teach it, that is why it is
importan to link the
mathematicians of the
universities and all those
that with their research
help to improve the level of
teachers that afther
mitigate this knowledge to
MATH EDUCATION IN LATIN AMERICA AND THE CARIBEAN: A REALITY TOBE TRANSFORMED Página 1
students.
 Pedagogical practices in the teaching of matematics in Colombia

In addition to organizing and participating in mathematics meetings and Olympics,

Colombia is one of the countries that is innovating in the education of mathematics and this

thanks to many teachers who have recognized the problems of teaching and learning

mathematics here a few examples:

In a school in Caquetá, one of the best teachers in the world

Breaking the class classroom paradigm, Luis Emiro Ramírez is nominated for the

Global Teacher Prize.

The teacher is a gummy of all kinds: electrical sensors, solar panels,

technology. His room, 'computer room', batteries, circuits, small bulbs and other

differs from the other 12 because it is the materials that you ask for online and that

only one in the school that has internet arrive in two or three days in Florencia.

because of Ramírez 'ability to deal with

cables. It also has a plasma television,

laptops and tablets, most of which come

from Computadores para Educar, an

initiative of the Ministry of ICT. Around,

on the shelves, lie electronic devices of

Here the link https://www.eltiempo.com/vida/educacion/perfil-del-docente-colombiano-

que-esta-entre-los-50-mejores-profesores-del-mundo-326482

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 Traditional teacher vs. Virtual teacher: What is the trend?

Knowing how to adapt to change make the change in the best possible

is key to take the best of each side to way?

provide a comprehensive education to

"What is intended now is that the teacher
students. The University Foundation of
does not have to repeat the same year
the Andean Area makes an analysis of the
after year or semester after semester, the
changes facing the academy in the face of
same explanation on the board, this can
the Fourth Industrial Revolution.
perfectly be compiled in an audiovisual

format that by the way is the one most

consulted now by the people”,says the

teacher. "Unfortunately students do not

like to read anymore, most people look

The rise of new technologies, of for a video tutorial" and that is precisely

shortening distances through tools, of what 'Julioprofe' has pointed out to him

resorting to other learning alternatives, with his teaching method and with which

has made common practices such as he has managed to connect more than

studying fit the current trends. What three millions of subscribers on your

changes and what are the challenges to YouTube channel

Here the link https://www.colombia.com/educacion/universidades/profesor-tradicional-vs-

profesor-virtual-cual-es-la-tendencia-225956

The challenge of personalizing learning with the help of tic

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When we speak of personalized learning,

we refer to those strategies, solutions and

teaching interventions that adjust to the

needs of each student, taking into account

how they learn, their aspirations, abilities

and perceptions, as well as their cultural

differences, interests and knowledge.

Previous

It is then a pedagogical model focused on students that has gained strength in recent years,

especially with the help of information and communication technologies (ICT), which have

allowed to personalize teaching in a more attractive and motivating way so that students

become protagonists of their own learning, according to various experts in the field

Here the link https://www.educaweb.com/noticia/2018/05/31/reto-personalizar-aprendizaje-

ayuda-tic-18489/.

These are one of the many educational projects that are underway thanks to the initiative of

teachers committed to their vocation.

Unfortunately the initiatives from the state are few really lack a true long-term educational

policy, each government in its mandate implements policies that only seek to invest

resources without a true educational impact plan.

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THE INNOVATIVE PRACTICES IN MATHEMATICS OF A FINALIST FROM

THE GLOBAL TEACHER PRIZE CHILE

The Arequipa Marcela Rodríguez was among the five finalists of the last

version of the Global Teacher Prize Chile. Daughter of two outstanding teachers of

Mathematics, began to do classes at 15 years. "As a teacher I want to share my

practice and inspire other teachers," he confesses.

In 2017 Marcela Rodríguez gave great Before graduating as a professor, she

joy to Arica, her region, when she was studied engineering at the Federico Santa

selected among the five finalists of the María University, however, after a year in

Global Teacher Prize Chile. The teacher the career she became convinced that

of Mathematics and Computing, managed pedagogy was her thing. "I like teaching a

to be among the best candidates of the so- lot. The colleagues who did badly helped

called "Nobel of teaching", allowing you them, I came, I validated and I found it

to make known their experience and very interesting to study Pedagogy in

innovative practices. Mathematics, because they teach you the

reason for this science, "he recalls.

She studied pedagogy at the University of

Tarapacá and although she has been At the moment Marcela realizes classes in

teaching for six years, she has been secondary education in the Centennial

involved in teaching since she was 15 school of Arica. "As a teacher I want to

years old, when she began to help her share my practice and inspire other

parents, both teachers of Mathematics. teachers," he confesses, before

MATH EDUCATION IN LATIN AMERICA AND THE CARIBEAN: A REALITY TOBE TRANSFORMED Página 5
commenting on three innovative practices "Mathematics cooking made learning

he has implemented that make learning more interesting for students from I to III

mathematics entertaining: last year he medium," he says.

created "mathematics cooking" with his

students, They also built a bridge using

mathematical principles and this year they

prepared a Zumba to participate in a

regional contest of the Explora Conicyt

Network.

In addition, it poses a challenge in the

medium term, wants to approach the What is this pedagogical practice?

university to prepare new teachers, show

their practices and get more people to The students presented a mathematics

apply them. "I'm not a selfish person, I do topic at each table, but they had to relate

not say 'this turned out to me and not it to the food. It was not cooking with

another'," he remarks. fractions, as in elementary school. What I

wanted was that their didactic material

Mathematics kitchen was food. Then, the children made three

Pie de Pi (in the bark they went numbers)

The teacher prepared with her students an
and a Tartlet of Euler, they were
exhibition of various foods and
explaining the numbers. Even in the third
preparations, where they applied
medium, they could choose any topic of
everything learned in the subject.

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secondary education to expose, the one there, that was transportable and apart

that most caught their attention. Other from creativity, that occupy other

children occupied functions with cookies mathematical and geometry concepts.

or cooked the complex numbers with Many used the parable and others

rosquitas. occupied the theorem of Pythagoras and

Euclid. The parable was the next subject

We combined baking with theorems and
to learn after making the bridge, but they
equations, which resulted in highly
already had a prior knowledge and there
motivated students with numbers and
many good ideas arose.
subject. They learned in a creative and

entertaining way. Dancing the functions

Mathematical bridge The teacher explains that this practice

arose from the students, who years ago

For the development of the activity, the
saw a meme in which a character
students organized by work groups,
appeared dancing functions, particularly
learned and applied mathematical
"linear function and square function. I
concepts in geometry in order to build
found it pretty nice. I took that meme and
this structure.
used it to teach the functions, "he says,

noting also that" a girl asked me 'what if

What is the mathematical bridge?
we do a dance with the functions?', We

The students had to apply area, volume, did and we agreed to the invitation to

perimeters, but with certain restrictions: participate in a zumba contest of the

the weight, because I had to go through Explora program, "he says.

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Together with the young people of the mathematics and I tell them that maybe

third medium they made a summary in they had a bad experience and still have

graphic form about what the functions are to find their own way of learning. I tell

and prepared a dance in which the them not to worry because at some point

corporal movements of arms and hands with me they are going to hook. And the

simulated lines in the Cartesian plane: idea is to go through different forms:

constant, linear, in order, quadratic, mathematics is everywhere, then, you

parabola, logarithm function and have to look for it.

exponential function. "The idea is that

I like to have fun in classes, because I like
they dance just thinking about the
my job. It is ugly to go to a class where
functions. That is, they can not put a
they give you a guide and then a test. It is
break step if it does not have the form of
not the idea, at least for me. Girls and
a function. It's very entertaining, "he says.
boys want to learn in an entertaining way.

How did the ideas to carry out these Many ideas were born of children, also

practices come about? the way to evaluate, it is good to listen to

them. They believe they can.

It is given by the diversity of students.

Some people tell me that they are denied

Here the link https://www.agenciaeducacion.cl/noticias/las-innovadoras-practicas-

matematica-una-finalista-del-global-teacher-prize-chile/

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 A classroom experience using Mathematics in Advertising

Danilo Díaz Levicoy (School Projection Siglo XXI, Chile)

Mathematics and Advertising different occasions alludes to

mathematics, either to reinforce an idea or

The word "publicity" comes from the
to give more precision to the information
Latin term publicus, which means
you want to deliver. Although it is often
"public, official". Although there is no
done absurdly and erroneously, with
consensus on the definition of advertising
some exceptions, (Muñoz, 2005, Díaz,
in the field of communications (Méndiz,
2009, Díaz, 2010a, Díaz, 2010b), it is
2007), it is understood as a discursive
therefore difficult to use it as teaching
genre developed in the consumer society,
material, unless it is done for evidence the
of argumentative nature (persuade,
mistakes that are made.
convince), in order to influence others,

used to publicize goods or services, A clear example of these errors, is an

usually through the mass media. advertisement of December 21, 2008 in

According to Méndiz (2007), there is a the national newspaper Las Ultimas

type of communication that is subjective Noticias, where a mobile phone plan is

and interested, with the purpose of promoted and does so by associating the

persuasive, with a commercial purpose offer with a power of exponent three, to

(advertising) and with an ideological multiply three times the number, and not

purpose (propaganda). Advertising on to triple a figure, which is what

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advertising really points to. What can be the levels of pre-basic, basic (primary)

justified by an aesthetic or visual sense, and medium (secondary). The group of

but that does not correspond to an students that formed part of this

adequate use of mathematical contents. experience was made up of 34 people,

among students of the first (20 students)

and second (14 students) year of the

aforementioned school, who had an

average age of 15 years. The development

of this experience was divided into two

stages, the first, with second-year

secondary students, where they created an

advertising poster with the slogan "Chile

helps Chile", with the purpose of

collaborating with Chilean families

affected by the earthquake and

Description of Experience
subsequent tsunami that damaged several
The classroom experience was developed
localities of the center-south of Chile in
at the 21st Century Projection College in
February 2010, and with a mathematical
the Osorno district, Osorno province, in
content of their choice. The second, with
the tenth region of Los Lagos, Chile.
freshman students, was based on the use
Private school subsidized of Scientific-
of mathematical content of their choice
Humanist modality, that counts on an
seen during the academic year 2010 and
enrollment of 244 students distributed in
with the slogan "Chile, un solo corazón"

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of the Telethon, which is a televised Creation 2º-1

charity event developed since 1978 to

In this advertisement the author uses the
help build and maintain the Institutes of
content of percentages, indicating that if a
Child Rehabilitation for the treatment of
person makes a purchase, the company
children and young people with motor
will make a donation of 25% for the
disabilities, becoming the largest
construction of houses in the localities
solidarity party in Chile. For the
most affected by the earthquake and
evaluation of the experience, the students
tsunami, Duao e Iloca In addition, refers
presented to the mathematics teacher, a
to "Super Zafrada", Víctor Díaz (9 years),
voluntary advance two weeks before the
a child who became known nationally for
final delivery, to suggest modifications, if
telling how he lived the earthquake, and
necessary. Then, for the final evaluation,
in one of the interviews given to
each one of the student's creations is
television said "... zafradas are needed ...
presented to the group-course and the
", to indicate that they were missing
teacher, showing and justifying the choice
blankets.
of the mathematical content, the course to

which it belongs, its relevance and the

context in which it is taught. develops In

addition, the space for feedback was

generated.

Results

Second year students' productions

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 giving the sign of hope and that the

reconstruction of the country is possible.

Creation 2º-2

With a sequence of rotations, the changes Creation 2º-3

suffered by the country after the

Through a roulette, the student explains
earthquake are shown, and explains that
that for purchases over $ 20,000 in a
only with the help of the people will the
supermarket, customers have the ability
country be the same again. In addition, a
to spin a wheel that indicates the
man with a destroyed flag is shown,
donations that will make the company to
alluding to Bruno Sandoval, "the Flag
families affected by the earthquake,
Man", a person who found and raised a
among which are frazadas , construction
flag of Chile, worn and dirty among the
materials, food baskets or a percentage of
rubble in the coastal town of Pelluhue,
the purchase made (10 or 20%). In
becoming one of the the most
addition, it indicates that the content that
representative characters of the spirit of
applies are those of probability and its
overcoming the lived catastrophe, by
writing in percentage form.

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Creation 2º- 4

First year students' productions

In this publicity the subject of location of

points in the Cartesian plane is used, Creation 1st- 1

where each one of them represents

In this advertisement, the student uses the
products of own manufacture of the
content of numerical sets, specifically the
supermarket and that when being bought
characteristic of the irrational numbers of
will be helping to the donation of houses
having infinite numbers in his decimal
of emergencies to the families affected by
writing with the large number of children
the earthquake and / or tsunami. This idea
and young people that are helped by the
is reflected in advertising through the
Telethon, and depend on the solidarity of
union of points, where a house is formed.
the Chileans For this, the creator of the

advertisement states: "... the number π is

an irrational with infinite digits, and that

the children of the Telethon are many and

need the help of all Chileans ..."

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 In this creation the student starts from

fractional algebraic expressions and by

means of factoring, powers and

simplification forms the word Telethon.

In addition, with the resolution of first-

degree equations you find a value for

each letter of the word Chile

Creation 1 - 2

In the advertising presented below, the

student uses the Cartesian location of a

point to form the motto of the Telethon

2010 "Chile un solo corazón", this topic

that is addressed in the unit of isometric

transformations.

Creation 1st- 3

Here the link http://www.sinewton.org/numeros/numeros/81/Articulos_04.pdf

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 Pedagogical practices in the teaching of mathematics in Mexico

This program can be found at the address:

MEXICO http://www.amc.unam.mx.

Of all the countries, I was struck by
MEXICO and the concern of "The Mexican
Mathematical Society" and "Mexican
Academy of Sciences" for the improvement
of the mathematical knowledge of teachers
providing service to their students, through
which They intend to attack the first
impediment to the increase of learning
mathematics, which is the training and
improvement of teachers at your service.
The program is called "Science in your
school", and consists of an essay to achieve
the change of the current attitude in the
direction of mathematics and science; which
has qualified people for the development of
the exercise; with improvements for the
address for the many teachers that the
The results of the program are clouded by
the shared responsibility of the activity by
various government entities. However, they
use mathematical competitions that are held
regularly, recently mentioned the "Spring
Contest", which indicates that there were
more than 400,000 participants, just as they
also have "Mexican Mathematics Olympics"
with not only national success but
international, or help them with their
purpose at the country level part of a region
hurt by the lack of mathematical culture.
http://www.amc.unam.mx

schools and schools have through the

internet service and thus reach the less
favored corners of the system.

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SOME EXPLANATIONS ABOUT THE

PROGRAM FOUND ON THE OFFICIAL

WEBSITE:

Science in your School (LCE)

It is a program conceived, structured

and coordinated by the Mexican Academy of

Sciences (AMC) that is aimed at teachers of

It has the participation of a group of

basic education in service, seeks to scientists and specialists in Basic Education

improve the teaching of science in our who design and implement courses and

country and has national and international diplomas aimed at Teachers in front of a

recognition. group, School Directors and Technical

The Science in your School has the purpose Pedagogical Advisors (ATP) in two

to promote a change of attitude of the educational modalities.

teachers towards the sciences, to strengthen

To achieve this, specific actions are
their knowledge and the understanding of
organized, such as:
central themes of the study programs. To
Workshops, courses and graduates
achieve this, alternative methods to

traditional teaching that incorporate Disclosure conferences

innovations in professional practice are used

Summer Camp
to promote a dynamic learning and with

greater interaction in the classes.

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OTHER THINGS THAT ARE DONE IN

THE PROGRAM:

Study materials are designed considering the

essential topics of the Basic Education

Curriculum, mainly those that educational

research and teaching experience indicate

COLOMBIA
with some difficulty in teaching. These

materials have been updated and adapted to

the needs and working modalities

Image of the official page "Science in your

school"

CHILE

MEXICO

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