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Leonor Varas mlvaras@dim.uchile.cl BANFF, January 2014

The State of Mathematics Education in Chile Structure of the system , student achievement , and impact of education research. Leonor Varas mlvaras@dim.uchile.cl BANFF, January 2014. Outlıne. The Chilean School System The Teacher Preparation in Chile

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Leonor Varas mlvaras@dim.uchile.cl BANFF, January 2014

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  1. TheState of MathematicsEducation in ChileStructure of thesystem, studentachievement, and impact of educationresearch Leonor Varas mlvaras@dim.uchile.cl BANFF, January 2014

  2. Outlıne • The Chilean School System • The Teacher Preparation in Chile • Research in Education in Chile • Impact of Research and of the Chilean Mathematicians activity in Math Education

  3. The School System • 12 years of compulsory school education since 2004 (now 8 +4 in the future 6+6) • National curriculum established by the Ministry of Education with numerous changes since the major reform of the beginning of the 90s, • Mathematic is the subject that requires more commitment: a minimum of 6 hours per week in every grade level. • Regular assessment SIMCE (census at grades 2, 4, 8, 10)

  4. The School System 3 types of schools: • free of charge and public schools, administrated by the municipalities (40%) • private and state-subsidized schools administrated by their owners and partially paid by the parents (57%) • private and fully paid schools (3%)

  5. Extremelysegregatedsystem • Theco-payment in thesubsidizedschools has increasedthesegregation in theschools: more than in thesociety • Thenumber of publicschools are decreasing and they attendthe more vulnerable population. • Eventhoughthereisprohibitiontoselectstudents in schoolsitis a commonpractice, moreoveritis tracking. • The salaries of theteachersvary and thebestteachersusuallyend up in themostexpensiveschools

  6. Challenges of the school system • Strengthen the public sector (social cohesion) • Equity. Decrease segregation by SES, type of school and gender • Improve outcomes: PISA 2009, 2012 show improvements in language and a stall in math

  7. PISA 2012 In mathematicChile is 51 among 65 participatingcountries. 52% of thestudentsislowerthanlevel 2 of 6 possiblelevels

  8. No significantvariation in 6 years

  9. Gender diferences

  10. SES differences

  11. Differences by type of school

  12. The Elementary School Teacher Preparation • Not necessarily university programs. • At university level, the less selective programs • 4 – 5 years programs • More than150 different programs almost all of them accredited. • Bad results in TEDS-M testing • Bad results in national testing INICIA certification

  13. The Secondary School Math Teacher Preparation • All are university programs. • 5 years programs • Selective programs • No information about national or international testing

  14. Challenges of theteacherpreparation • Improvethequality of thepreparationprograms • Attractbetterstudents and raisetheadmittanceconditions • Increasetheregulation of thesystem (Standards and Certification Test)

  15. Research in Education • Research in education in Chile isstillfew, historically of theoreticalpredominance, and itischangingfast in thelastyears. • Fondecytgrants in education: 10 in 2009, 25 in 2014. • Among 18 Centers with “Basal” grants, thefirst center in social scienceis CIAE (Center forAdvancedResearch in Education)

  16. Impact of theresearch and developmentactivity in education of mathematicians • The CIAE wascreatedby a groupleadedbymathematicians (Rafael Correa) and “bases itsworkontheconvictionthattheChileaneducationalsystem, fromthepublicpolicy arena totheclassroom, requiresrigorousscientificevidencetoimprovequality and equity”. • Standardsforteacherpreparationwerefirstintroducedby a R&D projectleadedby Patricio Felmer. • Salomé Martinez leads a projectwhoseimpactyouwillappreciate.

  17. Impact of theresearch and developmentactivity in education of mathematicians There are mathematiciansleading in theschoolcurriculum, organizingcompetitions, workingwithteachers and pupils, doingresearch, participating in internationalcomparativestudies (Firstmath), developingassessments of pedagogicalcontentknowledge (PCK) applyingMichigan’smeasure of MathematicalKnowledgeforTeaching (MKT), introducingproblemsolving in elementaryschools in a longitudinal studywithFinland, studingteacherchange…… Theimpact I believewill come with a criticalmassthatisbeingbuild

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