Objective:

The paper aims at studying high school Mathematics teachers’ continuous education process in the Dominican Republic, on the basis of in-service training activities.

Methods:

The study starts with the construction of a theoretical framework enabling to devise an in-service training course

Results:

A training course for high school mathematic teachers is devised. The course is structured into five stages (sensitizing, identifying formative needs, planning and organizing, execution, and evaluation).

Conclusions:

Training in context favors continuous education of the teachers’ staff while teaching.

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