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.