CMM-Edu is led by Salomé Martínez and is composed of a multidisciplinary team of more than 25 people, including mathematicians, teachers, social scientists, designers and programmers. This team works with the conviction that advances in education are the result of collaborative work, require taking advantage of and enhancing the capabilities already available in the country, and that it is essential to consider the diversity and complexity of the national education system to address its challenges.
To ensure that all children and young people have access to quality mathematics education. To this end, we are working on the systemic improvement of teacher training in the area of mathematics, contributing to provide teachers with the skills to promote the development of key mathematical competencies in the children of the 21st century.
CMM-Edu is dedicated to the development of a work agenda that will produce visible changes in the medium term at the level of the education system as a whole, through the strengthening of capacities to teach mathematics. Three lines of work can be distinguished:
- Initial teacher training.
- Teacher professional development.
- Innovation for the classroom.
Initiatives are also developed to promote mathematics and link it to the community, such as the International Mathematical Modeling Challenge (IM²C) in Chile.
- Obtained UNESCO Chair “Teacher Education for Teaching Mathematics in the 21st Century” in 2019.
- UNESCO-Hamdan bin Rashid Al-Maktoum Prize for Outstanding Practice and Performance in Enhancing the Effectiveness of Teachers 2017-2018, obtained by the Suma y Sigue Program.
- More than 1,500 Basic Education teachers have participated in professional development instances in the last 5 years.
- More than 20 publications in congresses and education journals in the last 5 years.
We are a research and professional development initiative of the Universidad de Chile aimed at training teachers at all educational levels in problem-solving methodology. We work to provide more and better learning opportunities to children and young people to promote the development of skills and attitudes that allow them to develop in various fields. Our work is based on the principle that a fair and inclusive educational system is directly related to the possibility of a professional training that values teachers’ knowledge and responds to the ethical duty of putting students at the center of their learning processes.
The ARPA initiative was born in 2014, under the auspices of the Center for Advanced Research in Education (CIAE) and the Center for Mathematical Modeling (CMM), both at the Universidad de Chile. It seeks to implement strategies for teacher professional development that promote problem solving in the classroom.
The ideas and tools that guide our work and that we use in ARPA strategies are the result of the work of our initiative in educational research. The development of research in ARPA is considered essential in our proposal, because it allows us to disseminate to the national and international community the findings in terms of teaching and learning, through the development of problem solving skills. In addition, the research allows us to put these findings into practice in each of the strategies we propose, so that teachers and students can effectively implement them in the classroom.
Through research, we gain in-depth knowledge of the scope of our professional development and continuous improvement proposal. The results of our research allow us to redirect certain actions and change the ways of doing our workshops, seeking to constantly enrich our proposal.
Since our inception, we have worked with various institutions linked to education, which has allowed us to create a large network of partners. ARPA’s commitment with our partners has been to plan, develop and execute together the professional training and support programs to implement in their institution the actions that are specific to them.