Key points are not available for this paper at this time.
The study investigated the educational preparedness of prospective mathematics teachers in Barranquilla and Cartagena, Colombia, by examining the socio-demographic characteristics and educational experiences of 57 participants enrolled in three distinct undergraduate teaching programs. The research employed a quantitative approach with a cross-sectional survey design, utilizing structured questionnaires to assess participants' perceptions of their readiness across various domains, including school mathematics, advanced mathematics, pedagogy, and math didactics. The study aimed to uncover nuanced differences in the educational trajectories and perceived preparedness of future educators within the context of the Caribbean region. The hypothesis guiding the research posited that exploring the educational environment (EE) provided to pre-service teachers could offer valuable insights into how regional teacher education institutions approach the development and competency of mathematics educators. The study sought to validate this hypothesis by conducting a comparative analysis of knowledge domains and educational methods between the two cities. Statistical analyses revealed notable variations in knowledge domains between Barranquilla and Cartagena. Consistent disparities were observed in Fundamental Mathematics, with Barranquilla participants scoring significantly higher (M = 3.8, SD = 0.6) compared to their Cartagena counterparts (M = 3.2, SD = 0.5), p = 0.012. Similar trends were found in Higher Mathematics and Educational Methods, with p-values of 0.027 and 0.041, respectively. These findings contribute to the broader discourse on the effectiveness of teacher education programs in the Caribbean region, highlighting the need for targeted interventions and enhancements in teacher training programs to address the observed disparities and improve mathematics education in urban areas.
Arias et al. (Tue,) studied this question.