Two out of ten graduating high school students in Guatemala achieve the expected level in mathematics. Our response is to design, develop, and structure a teacher-led program for implementation in 2027. This is not a one-time workshop, but a comprehensive, year-long professional development initiative that transforms how mathematics is taught, shifting from memorization to conceptual understanding, reasoning, critical thinking, and real-life application.
In Guatemala, 80% of graduating high school students perform below standard in mathematics, reflecting a persistent and systemic learning gap. This deficit has serious consequences. Only 10% of secondary school graduates gain admission to USAC, the country's only public university, and just 10% pass the first entrance examination, which assesses mathematical competency. These figures highlights deep structural challenges and barriers within Guatemala's education system.
Through our Teacher Development Program, "Teaching Mathematics with Meaning," we will implement a year-long professional development initiative for educators. This is not a one-time workshop, but sustained training that transforms how math is taught, shifting from memorization to understanding, reasoning, critical thinking, and real-life application. With your support, we will equip teachers to turn mathematics into a pathway to opportunity for young guatemalans.
This program addresses the reality that, at the national level, mathematics education often lacks quality and relevance, limiting students from reaching their full potential. By working directly with teachers, it creates a sustainable, long-term impact: the strategies and skills teachers gain can be applied year after year, enabling future students to achieve mathematics proficiency at their grade level and improving their chances of passing the public university entrance exam.
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