Report on Mathematics Teacher Preparation in Bolivia

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dc.contributor.authorSonia Ximena Cordero
dc.contributor.authorBegoña Grigoriu
dc.contributor.authorMaría Antonieta Valenzuela
dc.contributor.authorReinaldo Guzmán
dc.contributor.authorVictoria Mamani
dc.contributor.authorGustavo Trindade Michel
dc.contributor.authorHumberto Giácoman
dc.coverage.spatialBolivia
dc.date.accessioned2026-03-22T20:27:45Z
dc.date.available2026-03-22T20:27:45Z
dc.date.issued2018
dc.description.abstractThis work presents a clear view of the current teacher preparation situation in Bolivia and the possibility to compare Bolivian reality with other countries. Teacher preparation in Bolivia has had three major changes: the first with the land reform of 1952, the second with the 1994 educational reform law and finally with the enactment of the Avelino Siñani—Elizardo Perez law in 2006. Today, although the teacher preparation system is open to applicants from urban and rural areas, an excess in the supply of Mathematics teachers has led to a pause in the calls for new future teachers of Mathematics.
dc.identifier.doi10.1007/978-3-319-97544-3_1
dc.identifier.urihttps://doi.org/10.1007/978-3-319-97544-3_1
dc.identifier.urihttps://andeanlibrary.org/handle/123456789/82135
dc.language.isoen
dc.publisherSpringer Nature (Netherlands)
dc.relation.ispartofSpringer briefs in education
dc.sourceHigher University of San Andrés
dc.subjectTeacher preparation
dc.subjectMathematics education
dc.subjectWork (physics)
dc.subjectPolitical science
dc.subjectPedagogy
dc.subjectTeacher education
dc.titleReport on Mathematics Teacher Preparation in Bolivia
dc.typebook-chapter

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