|Keywords:||Colombia; mathematics education; PISA; students’ perception; didactics.; Natural Sciences; Mathematics; Naturvetenskap; Matematik; Social Sciences; Educational Sciences; Didactics; Samhällsvetenskap; Utbildningsvetenskap; Didaktik; Teacher Education Programme for Upper Secondary School, 300/330 credits; Ämneslärarprogrammet med inriktning mot arbete i gymnasieskolan, 300/330 hp; Matematikdidaktik; Didactics of Mathematics|
|Full text PDF:||http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-52736|
This study aims to examine the education in mathematics in Colombia and by examining a few cases aspires to describe how education in mathematics in Colombia can operate and which patterns that are common in those cases. This was actualized by using methodological triangulation at three schools in Colombia. The data collection methods that were combined were: observations, interviews with teachers, interviews with students and interpretation of national standards, as well as other essential documents used in mathematics education in Colombia. An analytic framework was created from prior studies that were conducted in Latin America and also from well known pedagogical research across the world. The results of the study were many and they indicated, inter alia, that the students, teachers and other employees had different views of the lessons and classes in mathematics. Furthermore, common concept within education – in mathematics and in general – appeared to be completely non-existent to every party.