Challenges for the training of mathematics teachers in Costa Rica

Abstract

The 2012 curricular reform for the teaching and learning of mathematics in Costa Rica at the primary and secondary levels produced changes in some of the training plans for teachers. In addition, the latest research carried out for the State of Education Reports indicates deficiencies in mathematics practices in the classroom. During the pandemic of the virus responsible for COVID-19, weaknesses are evident in the attention of the student in distance and virtual mode. For these reasons, there are four challenges that propose a new review of these study plans by universities from the initial training of teachers in this subject.