MATHEMATICS IN LATIN AMERICAN AND CARIBBEAN: CHALLENGES AND OPPORTUNITIES

The Commission for Developing Countries of the International Mathematical Union (IMU) requested a report on the status of mathematics in Latin America and the Caribbean. The purpose of the report was to direct funds and efforts on projects that could help improving mathematics in the region. The most relevant aspects of the report, ranging from the status of mathematical education at the school level up to the status of research in mathematics are presented. Many things are common to most countries in Latin American and the Caribbean (LAC): language, culture, even a general approach to life. Some of the cultural similarities are to be found in the heaviness of administrative procedures and the inhomogeneous distribution of wealth but also in optimism and hope. There are also many differences: huge countries next to tiny ones, not only when we refer to geographical area, or number of inhabitants but also referring to striking financial and educational differences. Also, some countries' internal inhomogeneities are as big as differences between others. These similarities, as well as deep differences, can be found when analyzing the main trends of the development of science in the LAC region. In this report, we identify some common patterns of the development of mathematics in this region while recognizing the differences. The region suffers from a severe shortage of financial and human resources in many countries and excruciating loads such as corruption and the almost complete lack of interest for science from some governments. Despite these challenges, there are successful practices in the region. The average performance in the Mathematical Olympiads has been improving; there are strong centers of mathematical research; the scientific production shows Latin America as the zone of the planet with highest growth; UMALCA, a regional organization of mathematical societies supports many regional schools every year, and promotes collaboration among mathematicians of the region. In short, there are reasons to be optimistic but the building of a better future requires the concerted action of mathematicians, regional and global organizations to develop the full potential of mathematics in this region of the world. Our intention in creating this mapping of mathematics in LAC is to identify the most urgent needs from the region and the capacities already in place that may serve to start action. Organizations, such as the International Mathematical Union, may accompany and even lead some of those actions. The author team of this report consists of five mathematicians from the LAC region: Carlos Di Prisco from the IVIC in Venezuela, Jose A. de la Pena from CIMAT in Mexico, Angel Pineda from California State University in the United States, Andrea Solotar from the University of Buenos Aires in Argentina and Luis Caceres from the University of Puerto Rico in Puerto Rico.