Research in mathematics education in Chile is a well-established and dynamic field, coordinated mainly by the Chilean Society for Mathematics Education (SOCHIEM), which brings together the national academic community. This network is made up of powerful research centers housed in the country's leading universities, including centers of great tradition and influence and innovation, and the link between applied mathematics and the school system. In addition to these development hubs, there are active research groups at universities that focus on teacher evaluation, teacher training, and pedagogical practice.
Additionally, the Chilean Mathematical Society (SOMACHI), which is the IMU Adhering Organization has devoted significant efforts over decades to improving the standing of mathematics in society at large and, in particular, in mathematics education. In recent years, both SOMACHI and SOCHIEM have started a fruitful dialogue around the educational problems that the country faces. SOMACHI is the Adhering Organization of IMU, and chooses the representatives to ICMI as positions of trust of the elected steering committee.
Revista Chilena de Educación Matemática
Revista de Investigacion en Matemática y su Enseñanza (RIME)
Revista de Educación Estadística
In Chile, initial teacher training (ITT) is structured through a system that combines a solid theoretical foundation with progressive integration into the school environment. ITT is the responsibility of universities, which must be officially accredited to offer teaching degrees. Teaching degrees in Chile begin in the first year of university, but training can also be undertaken through postgraduate programs, where students first study the discipline and then complete semesters of teacher training.
The Center for Pedagogical Improvement, Experimentation, and Research (CPEIP) is the division of the Ministry of Education responsible for implementing the law that created the Teacher Professional Development System, which defines the basis of a public policy that promotes, guides, and regulates the development of teachers and educators. Its roles include defining, reviewing, and updating the Standards for Teaching Careers and dispositions that an education professional must have upon completion of their Initial Training, and seeking to highlight the crucial role of ITT in achieving meaningful, complex, and challenging learning for every student in the school system.
General didactic orientations for mathematics education in schools are available here
Each university responsible for teacher training programs defines training through an educational model that establishes a mission and guidelines for undergraduate training. Chilean universities define their undergraduate programs through a competency-based curriculum that lays the foundations for the area. In this regard, the main mathematical competencies considered are: mathematical thinking, posing and solving mathematical problems, mathematical modeling, mathematical reasoning, representing mathematical entities, handling mathematical symbols and formalisms, communication, and use of aids and tools (including IT), among others.
The Chilean Ministry of Education “is the governing body of the State responsible for promoting the development of education at all levels through a humanistic, democratic education of excellence that is open to the world at all levels of teaching; stimulating scientific and technological research and artistic creation”. Its mission is “to ensure an inclusive, high-quality education system that contributes to the comprehensive and ongoing training of individuals and the development of the country through the formulation and implementation of policies, standards, and regulations, from early childhood education to higher education”.
Education in Chile is divided into preschool, primary school, secondary school, and technical or higher education. The Secondary school, for teenagers aged 15–18 years old, is divided into 4 grades and by Scientific-humanities school, geared to prepare students to enter university. From 11th grade, students can choose a subject in either science (math, physics, chemistry, biology), or humanities (literature, history, philosophy), for more advanced lessons. And Technical-professional schools. Designed to allow students to quickly enter the workforce after secondary education.
See here for a website concerning the general curriculum and its structure.
Mathematics education in Chile is a fundamental pillar of the school curriculum and education system. It is characterized by a centralized structure. In recent years, changes in the curriculum have attempted to shift from a model focused on memorizing content (algebra, geometry, etc.) to one focused on developing skills:
Problem solving: Applying mathematical concepts to diverse situations
Arguing and communicating: Explaining reasoning and validating procedures
Modeling: Translating real-world situations into mathematical language
Representing: Using different ways to express mathematical ideas (graphs, symbols, diagrams). This skills-based approach aims at having students do math rather than just repeat it. Even though these changes have not yet positively impacted the international educational rankings in the discipline, it is expected that students will perform progressively better in due time.
For specific curricular documents concerning Mathematics, the basic information is available in Spanish here.
Since the pandemic in 2020, a Curricular Priorization program has been implemented in the country to focus on specific aspects of the curriculum, pointing toward a genuine educational reactivation. Since 2024, the celebration of a “National Week of Mathematics” has been officially added to this program.