Transforming Math Outcomes in Guatemala

In recent months, the team completed the diagnostic phase, gathering the perceptions and experiences of students and mathematics teachers through focus groups and semi-structured interviews. As part of this phase, the team held meetings and visits with organizations to understand their intervention model and teacher training methodology. This mapping of partner organizations has helped inform the design of the initiative's content and structure.

One of the most significant findings to emerge was a shift in focus. The initiative was originally expected to concentrate on high school students preparing for university. Instead, teachers identified primary education as the stage with the greatest impact, describing how early gaps in mathematical foundations create a "snowball effect" that compounds through secondary school.

As one teacher, María, explained: "My recommendation would be to focus on primary education, because if students build a strong foundation there, mathematics becomes much easier for them at the secondary level."

Teachers also raised concerns about rigid reliance on standardized textbooks. Fernando noted: "Teachers shouldn't be forced to use a particular textbook. They won't change the way they teach overnight."

Following visits to 7 schools to introduce the initiative, principals have responded positively. Salvador, a school director, shared: "CasaSito should teach mathematics not just from the textbook, but through real-world experiences. Even the best textbook is of little value if it doesn't spark students' interest."

Based on these findings, CasaSito is now developing the initiative's framework, with a design that prioritizes primary education and pairs technical training in mathematics instruction with psychosocial support for teachers.

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