Teaching innovation in mathematics: teacher training in elementary schools

Abstract

Introduction: This research analyzed the pedagogical impact of a teacher training program in innovative teaching methods for mathematics, aimed at primary school teachers in the Durán canton, within the framework of a community outreach project of the Bolivarian University of Ecuador. The study addressed the need to move beyond traditional practices and strengthen classroom teaching through ongoing professional development. Materials and methods: A mixed-methods approach with an explanatory level was used. The sample, selected through non-probability purposive sampling, consisted of 14 teachers participating in the training. A structured survey, validated by expert judgment and with reliability measured using Cronbach's alpha, was administered to collect data on initial conceptions, changes in teaching strategies, and the impact of the training. Results: The initial assessment revealed that, although the teachers valued logical reasoning and the contextualization of mathematics, they exhibited weaknesses in lesson planning and persisted in practices centered on repetition. Following the training, a significant evolution toward the incorporation of active strategies and a reorganization of class structure was evident. Teachers reported a strengthening of their capacity to innovate and an improvement in the quality of their practices, although the implementation of collaborative methodologies and the assessment of their direct impact on student learning showed a process of progressive consolidation. Discussion: The findings coincide with previous studies that report that teacher training strengthens didactic-mathematical knowledge and promotes a gradual transition toward active methodologies, facing similar challenges in the full appropriation of new strategies. Conclusions: Teacher training in didactic innovation in Mathematics was consolidated as a relevant and effective strategy for transforming pedagogical practices, promoting a more active, reflective, and structured approach, and thus contributing to the improvement of educational quality in Basic General Education.