Beyond the algorithm: Teacher professional development for cooperative mathematical problem solving in Honduras
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Abstract
Low performance in mathematical problem solving constitutes one of the main educational challenges in Latin America. In Honduras, this situation becomes particularly significant in the sixth grade of basic education, a key stage for consolidating proportional reasoning, understanding fractions, and analyzing data. This article, derived from an ongoing doctoral research project, develops a theoretical–analytical reflection on the challenges faced by both initial and in-service teacher education in preparing teachers to teach mathematics through a problem-solving approach supported by structured cooperative learning. From a historical-cultural perspective, and drawing on pedagogical content knowledge and social interdependence theory, the article argues that improving mathematical thinking requires a comprehensive transformation that integrates the epistemological conception of the discipline, classroom teaching practices, structured cooperation, formative assessment, and the institutional culture of schools. Contextualized examples from Honduran classrooms are also included to illustrate the challenges and opportunities associated with this approach, while projecting comparative implications for the broader Latin American context. The central thesis maintains that sustained improvement in mathematics achievement depends largely on the quality, coherence, and systemic articulation of teacher education.
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