Report on Mathematics Teacher Preparation in Ecuador

This report aims to present pre-service and in-service mathematics teacher education in Ecuador from independence to the present. The education of mathematics teachers in Ecuador has not followed a clear evolution and conceptualization path given the historical divide between government policies and the educational reality. As evaluations of teachers in public institutions show a serious problem at the level of content mastery, government reforms aim to strengthen teaching practice and education for citizenship. The cognitive component of mathematics teachers in General Basic Education is insufficient to lay a good conceptual structure for future teachers. There is a desire to contribute to the professional development of teachers, but without proper structuring. Isolated and individual efforts have failed to become a true state policy that goes beyond successive governments and provides Mathematics Education the place it deserves as the engine of scientific and technological transformation of the country.