Improving Mathematics Teaching in Primary Education: Reflections on Teacher Specialization Funded by INAFOCAM

Abstract

Specialization in mathematics teaching is crucial for educators to address the challenges of a constantly evolving and technologically advanced education system, thereby contributing to educational quality. However, it is observed that many teachers opt for specializations in educational management or higher education, often driven by incentives rather than solid academic preparation in mathematics. This limits their ability to implement effective pedagogical practices. Some experienced teachers show a lack of interest in continuous professional development, preferring traditional methods, and it is perceived that updating courses rarely enhance pedagogical practice. To address these issues, a quantitative study was conducted to evaluate the impact of mathematics teaching specialization funded by INAFOCAM. The research covered the practical application of knowledge acquired by teachers and their mentors in various educational contexts. The results indicate that specialization has a significantly positive impact on educational practice and professional development, with most participants working in educational centers and having a background in general primary education. Teachers show high confidence in applying the acquired knowledge and have a positive perception of the relevance of the specialization in their daily practice.