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Math Teacher Continuing Education Using the Internet

Math Teacher Continuing Education Using the Internet. Paulo Cezar Pinto Carvalho IMPA – Brazil pcezar@impa.br. Basic education in Brazil. Brazil has done very badly in international educational evaluations, especially in Mathematics.

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Math Teacher Continuing Education Using the Internet

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  1. Math Teacher Continuing Education Using the Internet Paulo Cezar Pinto Carvalho IMPA – Brazil pcezar@impa.br

  2. Basic education in Brazil • Brazil has done very badly in international educational evaluations, especially in Mathematics. • For example, in 2006, Brazil ranked 53rd among the 56 countries that participated in PISA. • National evaluations also show that students are much below what should be expected for their age or grade.

  3. Some of the causes • Inadequate curricula and text books (but a lot of improvement in recent years). • Little incentive for the teaching career (pay, social status, school structure). • Poorly trained teachers (in contrast with the high level of Math research in Brazil).

  4. About IMPA • IMPA is the Brazilian National Institute of Pure and Applied Mathematics. • Mission • High-level research in Mathematics • Diffusion of Mathematics • Contribution to Mathematical education in all levels

  5. The teacher continuing education program at IMPA • Created in 1991. • Elon Lima (IMPA’s director at the time) • Augusto Morgado • Eduardo Wagner • Paulo Cezar Carvalho • Week-long, full-time courses. • A series of books (16 titles) specifically written for math teachers, published by the Brazilian Mathematical Society

  6. The teacher continuing education program at IMPA • 1991-2001 • Course at IMPA, held twice a year (January and July), for about 180 teachers • Replicated, with other teams, in a few other places in Brazil

  7. The teacher continuing education program at IMPA • 2002-present • Internet used to broadcast lectures to many participating sites in Brazil • Resources: Millenium Institute (World Bank and CNPq), FINEP, … • Support: RNP (the academic internet in Brazil)

  8. Course structure • Lectures (9:00 – 12:00) • Problem solving and discussion in small groups (1:30 – 3:00) • General discussion (3:30 – 5:00)

  9. Course structure • Lectures (9:00 – 12:00) Broadcast through the Internet Textual chat used for questions and comments • Problem solving and discussion in small groups (1:30 – 3:00) Done locally • General discussion (3:30 – 5:00) Done locally

  10. Attendance • January 2002: • 6 sites • 6 states • 350 teachers

  11. Attendance • July 2009: • 27 sites • 26 states • 2500 teachers

  12. Encoding, broadcasting and reproduction Internet Router VLAN Switch Vlan Multicast Video Server IMPA Technical chat Lecture chat Video encoder and recorder

  13. Availability • All lectures are available for download at http://strato.impa.br • Sample lecture • Lectures are made available as recorded (no editing) • Also available on DVDs distributed by IMPA.

  14. Conclusion • Good example of the academia getting involved with basic education • Made possible by IMPA’s leadership (other attempts in other areas in Brazil not so successful) • Material available for Portuguese-speaking countries. • Easy to reproduce in other countries. • Far from solving Math literacy in Brazil.

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