CHILEAN RESEARCHERS NARRATIVE:ISSUES AND CHALLENGES IN NATIONAL
COOPERATION IN MATHEMATICS EDUCATIONRaimundo OLFOS

Soledad ESTRELLA

Pontificia Universidad Catolica de Valparaíso, CHILE
Febrero de 2022

Chilean researchers• Some Chilean researches engaged in Lesson Study for improving teacher`sabilities and school mathematics tasks.
• They were introduced to Lesson Study International Community, throw thebilateral Chile-Japan program for improving Chilean School MathematicTeaching, 2006 to 2008.
• Chilean researchers from Pontifical Catholic University of Valparaíso, Chile,
looks for systematize an ecosystem of cooperation in mathematics
education including a community of agents from various institutions andorganizations that interact at local, national as well as international levels.
• The aims of the community is to create, share and evaluate sequences oftasks and their administration for provide appropriate experiences oflearning in mathematics.

Cooperation as Communication• comunication is one of the valuest components of international
cooperation.
• cooperation as communication increased in Internet era, and more
yet because of pandemic effects in the situation of Chile.
• In Chilean mathematics education, comunication appears as aregulated way of cooperation since 1982, as the first meeting of theChilean Society of Mathematic Education, SOCHIEM, providing thefirst bianual national meetings.

MATHEMATICS EDUCATION FOR EXERCISING CITIZENSHIP• In this era, the great challenge for education, in general, and formathematics education, in particular, is to offer possibilities forexercising citizenship that can understand and criticize the highly
technological society, which is a core motivation of the criticalmathematics education.
• Skovmose (2016) critiques the universal paradigm of teaching where
all the students are warm and quiet, even motivated and not hungry.
• For better understand about how negotiated solutions emerge in thecomplex ecosystem of the communities.
• In this talk, we provide ours narratives as teacher educators andresearchers.

A FRAME FOR COLABORATION IN CHILE• In Chile, curricular decisions occur in two levels, according to theParliament and according to the president of the country.
• Usually curricular discussion in the second level is conducted by specialist
agents beside government authority.
• Prestigious of the agents is provided by ranking of his or her nation ininternational tests as TIMSS or PISA, which provides public credibility totheir appreciations.
• The curricular implementation occur throw texts distributed by thegovernment and every day lessons implemented by school teachers. Texts
are selected by national contest and teachers are developed by less than
20 selected Universities and around 700 independents entities that provide
educative technic assistance to school throw the country.

A FRAME FOR COLABORATION IN CHILE• The possibility to create a robust community of practice of well know
group of lead teachers is a challenger to the diverses territories i nChile.
• It is easy to recognize teachers that obtained a master or doctoral
degree, but it is not clear how to select those expert teachers
needed to support teachers in their communities.
• In Chile, The creation of communities of practice of teachers that
improve using lesson study looks limited by the today competitive
frame between teachers, schools, and academics.
• The vision of communities of practice could be considered in a newparadigm

CHALLENGES IN MATHEMATICS EDUCATION COOPERATION• The narrative will be focused in the five inner issues of mathematics
education identified by Cheah & Isoda (2021) for supporting international
cooperation.
• (a) The debate between behaviourist and constructivist approaches..
• (b) The selection of general or mathematics education theories, while one
emphasizes mastery learning and multiple intelligences the former
attends mathematical thinking, problem solving and learning trajectory.
• (c) Pure an applied mathematics. Emphasizing real life applications which
would make it more interesting, but the ability of the learners to grasp thelevel of abstraction increase according to the learning experiences andeffort compromised.

CHALLENGES IN MATHEMATICS EDUCATION COOPERATION• (d) Universal and local mathematics. According to ethno-mathematics,
mathematics practices can be emerged from the local culture, outside of
the school setting (Terezinha et al., 1993; Gerdes, 1994; Barton, 1996), so
the formal universal mathematics curriculum is therefore not necessarily.
• One of the challenges for the international cooperation is to make room to local
practices into the development of the formal mathematical instruction.

• (e) Creation of mathematics classroom culture (Cobb et al., 2011, Lewis etal., 2009), that include sequence of activities related to the nature ofmathematics discourse and that include as accepted norm the way ofteacher-student and student-student interacting.
• Additionally, it should be considered the practices of the learners and teachers
outside classroom, even examining the greater culture of the community.

CHILEAN challenges in Mathematics Education Cooperation• Cheah & Isoda (2021) consider the mathematical knowledge andbeliefs of the agents would impact on the way projects ininternational cooperation in mathematics education are designed,
planned and implemented.
• So they focus on the dispositions in the narratives that relate to thevarious aspects of knowledge and beliefs of mathematics.
• Ultimately, the aim for understanding these narratives is to strive forsustainability and improvements in the quality of mathematics
education globally.

LESSON STUDY FOR IMPROVING MATHEMATHICS TEACHING IN CHILE• We image the massive incorporation of Lesson Study in Chile using humanresources from municipal administration working in action-research
activities.
• The dissemination of the Lesson Study occurred throw the modality ofmention programs (postgraduate degrees) for in-service teacher training,as well as in the reformulation of initial teacher training programs.
• The Lesson Study remain as local initiatives at Universities as aLaboratory, as is the case of the Lesson Study Groups: GEC-PUCV
https://estudiodeclases.cl/• Recently Lesson Study was included to support the 10% of critical schools(2020-2021) throw the ”Suma Primero en Terreno” program that wasextended for 2022-2024
https://bibliotecadigital.mineduc.cl/handle/20.500.12365/14404

CONCLUSIONS• This paper expresses a narrative of Chilean researches evolved in
Lesson Study Community for 14 years.
• The narrative is related to their knowledge and believes about
international and local cooperation, both as communication and as acommunity of practice.
• The main ideas provided refers to the requirements of an ecosystem
to scaffolding teacher development for mathematics teaching throwpreschool to middle school in relation to multi-territorial
requirements according to multilevel aspirations.

CONCLUSIONS• Critical inner issues were considered in the narrative.
• The relation between behaviourist and constructivist approaches,
the selection of general educational theories and specificmathematics education theories, the understanding of universal
mathematics; and the creation of mathematics classroom culture.
• Additionally, two outer issue were considered, the structure andpolitical regulation of education, and the multilevel organizations
that participle in the implementation the mathematic education in
the country.

Thnkshttps://estudiodeclases.cl/