Teachers’ perception about a competence-based math program

Abstract

Several studies have pointed to a disconnect between the curricular and theoretical approaches that promote a competency-based focus in mathematics education and the practices implemented in classrooms, which are still dominated by mechanical repetition and rote learning. Considering this gap, educational resources that include instructional guides with rich, process-centered mathematical activities represent a promising avenue for transforming teaching practice. However, their impact largely depends on how they are received and interpreted by teachers. This study analyzes teachers’ perceptions of Innovamat, a mathematics curriculum program with a socioconstructivist foundation, implemented across different educational stages. Based on two quantitative studies with more than 7000 participants, the program is generally viewed positively, especially in terms of student motivation and depth of learning. Moreover, the data show that experience with the program influences perception: the longer teachers use it, the more they tend to value it, particularly after one year of implementation. Perceptions of the program’s impact also increase during the first year—particularly regarding professional development—but tend to decline and stabilize over time. The results highlight the importance of attending to teachers' perceptions as a key element in the implementation of innovative educational initiatives. In this case, the program’s positive reception suggests favorable conditions for advancing toward a more meaningful, reflective, and competency-focused approach to mathematics education.