PCMI-2004

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PCMI-2004
EDUCATION ISSUESIN ECUADOR
Luis Hernándezlhernandez_at_mail.cmsfq.edu.ec
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ECUADOR The Middle of the World
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ECUADOR The Middle of the World
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ECUADOR - Statistics
Area 283,560 sq km (110,760 sq miles. Slightly
smaller than Nevada) Capital Quito (9,350
ft) Population 13,212,742 Population below
poverty line 65 (2003 est.) Religions
Roman Catholic 95 Languages Spanish
(official), Amerindian languages Currency US
dollar (USD)
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ECUADOR - A country of diversity
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ECUADOR - A country of diversity
15,000 ft 12,500 ft 9,900 ft 7,200 ft 4,600
ft 2,600 ft 1,300 ft
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GALAPAGOS ISLANDS
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THE COAST
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THE MOUNTAINS
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THE JUNGLE
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ECUADOR - A country of diversity

• Lowest point Pacific Ocean 0 m
• Highest point Chimborazo 6,310 m (20,697 ft)
• Natural resources petroleum, fish, timber,
  hydropower
• Land use arable land 5.69, permanent crops
  5.15, other 89.16
• Natural hazards frequent earthquakes,
  landslides, volcanic activity floods periodic
  droughts
• Geography - note Cotopaxi (19,550 ft) is the
  highest active volcano in the world.
• Ethnic groups mestizo (mixed Amerindian and
  white) 65, Amerindian 25, Spanish and others
  7, black 3
• Indigenous groups over 40 indigenous nations
  including the Quichua, Huaorani, Shuar (Jivaro),
  Achuar, Cofan, Siona, Secoya, Otavaleño,
  Tchatchilas (Colorados), Zaparo, Salasacas,
  Canaris, Saraguro Chachi

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THE HUAORANIS
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OTAVALO GIRL
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SARAGURO BOY
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TSACHILA COUPLE
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ECUADOR - A country of diversity

• Ecuador boasts one of the highest levels of
  bio-diversity in the world
• 1/3 of all the bird species in the entire
  Amazon region live In the Ecuadorian Amazon (2
  of the whole basin), and 10 of all the tree
  species on
• earth are found here.
• One hectare of lowland rainforest can contain as
  many frog species as all
• of North America one tree can contain more
  ant species than all of the
• British Isles combined and of the world's
  known bird species (about
• 9,000), pint-sized Ecuador is home to over
  1,500.
• Ecuador also has one of the greatest levels of
  endemism anywhere in the world
• mammals 302
  plants 18,250
• birds 1,559
  reptiles 374
• amphibians 402
  freshwater fish 706

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A MALE FRAGATA
PAPAGAYO
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LONESOME GEORGE
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OSO DE ANTEOJOS
CONDOR
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A DANGEROUS FROG
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ORCHID
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FRAILEJONES
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TREE TOMATO
GRANADILLAS
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GENERAL CONCERNS IN EDUCATION

• National Education Budget
• Constitution 30 of the General State Budget.
• Actual 13.
• Political Instability 19 Education Ministers in
  the last 24 years.
• Education is controlled by a political party
  (MPD).
• Very low salaries
• average in 2002 was 250/month (including all the
  benefits)
• 20 different categories starting at 50 and up
  to 245.
• 10 increase between categories
• Multiple jobs, schools abandonment and
  immigration.
• No follow-up, or evaluation of teachers
  performances.
• No Integration between University Research and
  other Education levels
• Very little information and research in Education
  Field.

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TEACHER'S CATEGORIES TEACHER'S CATEGORIES TEACHER'S CATEGORIES TEACHER'S CATEGORIES
CATEGORY NUMBER BASIC SALARY TOTAL INCOME
  OF TEACHERS PER MONTH PER MONTH
First 659 40.00 210.00
Second 94 44.00 214.00
Third 932 48.40 218.40
Fourth 2,862 53.24 223.24
Fifth 14,215 58.56 228.56
Sixth 11,661 64.42 234.42
Seventh 10,795 70.86 240.86
Eighth 12,014 77.95 247.95
Nineth 14,193 85.74 255.74
Tenth 30,770 94.32 264.32
Eleventh 3,026 103.75 273.75
Twelfth 2,645 114.12 284.12
Thirteenth 1,495 125.54 295.54
Fourteenth 846 138.09 308.09
Fifteenth 396 151.90 321.90
Sixteenth 115 167.09 337.09
Seventeenth 23 183.80 353.80
Eighteenth 13 202.18 372.18
Nineteenth 5 222.40 392.40
Twentieth 8 244.64 414.64
106,767
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• Very weak Professional Development Programs
• No access to Concrete Material
• No access to Technology
• Two school systems
• Coast Galapagos April-December
• Sierra Oriente September-June (October-July)
• Many different types of schools
• Public schools (national municipal)
• Private schools (religious, non-religious, only
  girls/boys, technical, vocational, foreign)
• National curriculum

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SCHOOL TEACHERS EDUCATION

• ECH ES MS Teachers requirements
• High School Degree
• 6 semesters courses
• 800 hours per semester
• 120 hours of Mathematics Didactics (3.75)
• First two semesters Basic Professional Education
• Semesters 3, 4, 5 Specific Professional
  Education
• Semester 6 Practice

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HIGH SCH00L TEACHERS EDUCATION

• High School Teachers requirements (Bachelor
  Degree)
• High School Degree
• 4 University years (690 h/year)
• Psycho-Pedagogy Area 880 hours (31.9)
• Socio-Education Area 160 hours (5.8)
• Mathematics Education 895 hours (32.4 )
• Trigonometry 52 hours (1.9)
• Geometry 52 hours (1.9)
• Basic Mathematics 104 hours (3.8)
• Algebra 257 hours (9.3)
• Calculus 331 hours (12)
• Analytical Geometry 96 hours (3.5)
• Physics and Chemistry 635 hours (23)
• Computers Area 140 hours (5.1)
• Teaching Practice 50 hours (1.8)

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EDUCATION IN ECUADOR

• 2 out of every 10 children do not attend school.
• 9 of the population over 15 years is illiterate.
• 1 out of every 3 children do not complete the 6
  years of elementary education.
• 9 out of every 10 children in the rural area do
  not attend middle school.
• 1 out of every 10 children repeat first grade.
• 64 of the population completes elementary school
  and 29 completes high school.
• 2 out of every 10 public schools do not have
  electricity or water.
• 4 out of every 10 public schools do not have
  
• access to telephone or fax.

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PCMI International Seminar

• Math Education around the world Bridging Policy
  and Practice
• 5 days
• Diversity8 countries (N. Zealand, Japan, Iran,
  Rumania, N. Ireland, Cameroon, USA, Ecuador)
• Sharing information curriculum, teachers
  education, policies practice
• Discussions similarities, differences,
  challenges
• Informal interaction with other programs
  participants (HST, mathematicians math
  educators)
• Sponsors
• Gail Burril and Joan Ferrini-Mundy

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ICME-10

• SHARING EXPERIENCES GROUP
• Who is in charge of the curriculum in your
• country and important implications
• What shifts are taking place in how
• teaching and learning math is perceived
• and enacted
• Who is responsible for these shifts

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HIGHLIGHTS

• Technology and resources
• Organization
• Working groups
• Cross-program activities
• Night activities

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CONCLUSIONS

• Math education around the
• world
• Similarities and differences
• Ideas for practice
• Concerns and commitment
• Sharing