The country-by-country reviews of mathematics education in the Americas included in the 1966 Report of the Second Inter-American Conference on Mathematical Education were collected by Professor Howard F. Fehr between the First Inter-American Conference held in Bogotá, Colombia in 1961 and the second held in Lima, Perú in 1966. These brief reviews have remained the only united source of information about the mathematics educational policies and practices across the hemisphere.
The purpose of this anthology of essays by national experts in Mathematics and Its Teaching in the Southern Americas is twofold. First, political changes early in the twenty-first century imply educational reforms that should not occur in isolation. Hence, national experts must be wellinformed about regional developments in mathematics and its teaching as they plan their own nations' futures. Second, external contributors should be aware of the influence that past interventions have had on local policies and practices in mathematics education.
The editors of this volume have strived to accomplish Dr. Fehr's goal of authenticity: Latin American and Caribbean experts carried out the review and editing process. Translations, where required, were done by native English speakers, some of Latin heritage. In particular, we thank Professor Nathan Ryan1 for general discussions and help with translations, as well as Professor Jonathan D. Farley,2 a proud son of the Caribbean, for editing the introduction.
Despite our efforts as editors to assure author independence and national integrity, errors occur that are entirely our responsibility. To the generations of readers who will refer to Mathematics and Its Teaching in the Southern Americas, we offer our regrets and apologies. Moreover, we owe the contributing authors our most sincere appreciation and admiration for their exceptional efforts in describing their nations' activities in mathematics accurately. We badgered them ruthlessly about deadlines, attributions, and details of interpretation. Dr. Fehr would have been impressed with the results of their efforts. We certainly are.

Preface Half a Century Later! ix

Introduction Traversing the Path of Mathematics Education in the Southern Americas Ubiratan D'Ambrosio xi

Chapter 1 ARGENTINA: A Review of Mathematics Education through Mathematical Problems at the Secondary Level Betina Duarte 1

Chapter 2 BOLIVIA: An Approach to Mathematics Education in the Plurinational State A. Pari 31

Chapter 3 BRAZIL: History and Trends in Mathematics Education Beatriz S. D'Ambrosio, Juliana Martins, and Viviane de Oliveira Santos 57

Chapter 4 CHILE: The Context and Pedagogy of Mathematics Teaching and Learning Eliana D. Rojas and Fidel Oteiza 89

Chapter 5 COLOMBIA: The Role of Mathematics in the Making of a Nation Hernando J. Echeverri and Angela M. Restrepo 115

Chapter 6 COSTA RICA: History and Perspectives on Mathematics and Mathematics Education Ángel Ruiz 151

Chapter 7 CUBA: Mathematics and Its Teaching Otilio B. Mederos Anoceto, Miguel A. Jiménez Pozo, and José M. Sigarreta 193

Chapter 8 GUYANA: The Mathematical Growth of an Emerging Nation Mahendra Singh and Lenox Allicock 223

Chapter 9 HAITI: History of Mathematics Education Jean W. Richard 239

Chapter 10 HONDURAS: Origins, Development, and Challenges in the Teaching of Mathematics Marvin Roberto Mendoza Valencia 265

Chapter 11 MÉXICO: The History and Development of a Nation and Its Influence on the Development of Mathematics and Mathematics Education Eduardo Mancera and Alicia Ávila 295

Chapter 12 PANAMÁ: Towards the First World through Mathematics Euclides Samaniego, Nicolás A. Samaniego, and Benigna Fernández 321

Chapter 13 PARAGUAY: A Review of the History of Mathematics and Mathematics Education Gabriela Gómez Pasquali 347

Chapter 14 PERÚ: A Look at the History of Mathematics and Mathematics Education César Carranza Saravia and Uldarico Malaspina Jurado 363

Chapter 15 PUERTO RICO: The Forging of a National Identity in Mathematics Education Héctor Rosario, Daniel McGee, Jorge M. López, Ana H. Quintero, and Omar A. Hernández 381

Chapter 16 TRINIDAD and TOBAGO: Mathematics Education in the Twin Island Republic Shereen Alima Khan and Vimala Judy Kamalodeen 405

Chapter 17 VENEZUELA: Signs for the Historical Reconstruction of Its Mathematics Education Fredy Enrique González (Translated by Nathan C. Ryan) 439

Epilogue A Half Century of Progress Patrick Scott 461

Index 465

Dr. Bruce R. Vogeli directs the Program in Mathematics and Education at Teachers College Columbia University where he holds the Clifford Brewster Upton endowed chair. Professor Vogeli has served as a visiting lecturer or consultant in seven Latin American nations and is an author or editor of more than two hundred books and articles. He has sponsored scores of Latin American doctoral students at Columbia University, some of whom are contributors to this anthology.

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